DIGITAL TECHNOLOGIES | The Analysis
EDED 20491 | ICT's for Learning Design | CQUniversity Australia.
Kris Brennan | S0009195 | CQUniversity Australia | GDLT(Secondary) Mackay Campus
All correlating reflections and exercises can be found by following the link to ICT for Learning Design or scrolling down this page [below Digital Technologies: The Analysis] to the individual exercises.
It takes more than dedicated teachers to really implement change in any educational environment - it takes everyone working to achieve the same vision - technology-enhanced teaching and learning to prepare students for work and life in the 21st Century. (Schrum & Levin, 2012).
With the influence of the internet and online resources are now becoming more and more prevalent in our research and application to knowledge transfer. Utilising these new e-learning opportunities, provides students with direct-access to resource materials that the older generations [that of their parents and grandparents] may have had to wait overnight, days, weeks or months to become available from the local or school library's in hard-copy formats [text and or video/cassette resources], now thanks to the power of human evolution and technology, we are able to access information anytime, anywhere and in some instances the only cost is that of the cost to connect to the internet itself, and some places offer free connection via Wifi services. E-Learning is a valuable tool in today's classrooms as it allows uninterrupted access to new ideas, content, knowledge, skills and trends that will ultimately play an important role in not only our lives as educators but that of our students; who will go on and out into the wider community with these new concepts, processes and understandings and contribute positively to society and our global community. It also allows students to share ideas, research and resource knowledge and opportunites with each other and other students in similar classrooms not just within their region or state, but both national and international classrooms. As teachers we also have to recognise individual student's methods of learning.
E-Learning is described by Derouin, Fritzsche & Salas (2005), as:
an instructional strategy for imparting knowledge, skills and attitudes in organisations.
They then provide a further, more in-depth defination utilisng that from Kaplan-Leiserson (2002, as cited by Derouni et. al., 2005), that:
e-learning is a wide set of applications and processess, such as Web-based learning, computer-based learning, virtual classrooms and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, and CD-ROM.
For the past five weeks, I have been successfully navigating the world of Information Communication Technologies, with the assistance of the ICTs for Learning Design Course [EDED204347] offered from CQUniversity Australia, as part of the Graduate Diploma Learning and Teaching program. Within this, I was able to develop a greater awareness of the processes involved in adapting information to suit a new generation of students, who learn at a faster-pace and more technologically-advanced environment than that of thirteen years ago when I was last at school. I have found that my eyes have been widened to the arena in which the teaching platform has established itself into. A venue of scrutiny where we are (as teachers) questioned daily on the relevance of the content and the context in which information is presented and processed. We are given flack for not being current or up-to-date with the real-world and that students are underprepared for what's really out there. Through my research and application of various brands of ICT's I have been able to gain new knowledge, grant myself the ability to construct informative and engaging presentations that not only inform students but encourage them to also develop inter-personal skills in a specific Key Learning Area. As my KLA's are Music and Drama, I focused on The Arts and also the application of the Essential Learnings (QSA, 2007), curriculum for which they are presently governed by, in way of content that is to be presented. I'll be exploring the utilsation and application of Wikis, Blogs and Websites with the incorporation of PowerPoint presentations and digital media (incorporating audio, video and imagery) to enhance learning and knowledge acquisition and student engagement in the classroom and beyond.
When students are engaged in the utilisation of any type of resource, electronic or non-electronic it is us as educators who should maintain and monitor our students interaction with these knowledge providers. From ensuring that the text that they are reading and gathering information from, has been referenced correctly to protect and maintain intellectual property and copyright regulations; to screening any potential websites, journal articles and alternative information sources, such as Wikipedia, for accuracy and factual information. After all we are interested in the students research opportunities and maximising their knowledge and potential for application in later life and with inaccurate records and information that is either false or misleading would reflect badly on our practices in the classroom. By ensuring we establish ethical behaviour management systems in the classroom and ensure that there are systems in place to review that at varying intervals through the school year, whether that would be as each new term commences or perhaps at the point of presenting assessment tasks to students, it would ensure that they are engaging in research that is most beneficial to them and the outcome of information collation that they are seeking. Students and family members should also be made aware of any policy documents that the school may [should] provide about the internet in regards to child safety and protection as well as protection from sites that are not intended for academic purposes and to ensure the adequate protection elements, such as firewalls and parental blocks for home computers are in place. This would also assist in the maintenance of plagiarism and the responsibility to ensure that all material utilised in academic purposes have been references in accordance with school policy, and students should also be given instruction on the correct method utilised when referencing and perhaps have them compile a bibliography alongside the reference list so that they are then able to produce evidence of a wide range of resources that they may or may not have utilised in summation of their documented evidence of research.
Group One Technology Tools as noted in, EDED20491 Week Three Introduction and Overview.(Fasso, 2013),were one of the particular topics in the first couple of weeks that enabled me to unleash my creative side. These styles of technologies have been classified as those technologies that incorporate content-free online spaces. These can be wiki spaces, blogging sites, and static websites. For this particular analysis I have chosen to look at wiki spaces as it will also incorporate the first two weeks activites noted at the very bottom of this page. It allows for an open forum of ideas and research findings to be passed and shared between peers and colleagues.
By utilising resources in research, students then come to the presentation of this information that they have diligently discovered. From the application of knowledge transfer to other students via wiki's, or blog-postings, students are able to share the information that they have discovered, or perhaps read further findings or develop fresh ideas about other students' research almost instantaneously. Wikis, such as the one I created, can explore a topic that could be directly informational on a particular subject. Or similar to the wiki activity that formed part of our weekly engagement activities that was scaffolded and allowed a number of students to interact and make their own assumptions about a certain topic, this method could allow several topics to be explored and analysed that could be built into the unit of work to be covered that term. I did however dislike the fact that information that I could provide could be easily removed, however by a process of recovery, could be restored. It could also get somewhat 'lost' amongst the myriad of other postings and the mixture of fontal colours and styles was somewhat distracting and displeasing to the eye [perhaps guidelines on what colour fonts to avoid may need to be set for future utilisations of this space] and the layout was somewhat messy and very cluttered and lacked any formal structure which may prove difficult to find succinct information or reference material when doing a search.
I did find this activity a good means to explore this method of information sharing, forum posting and scaffolding in an online context, by utilising the analysis method of De Bono's Hats. (De Bono, 1985). I know that if we were to incorporate a SWOT analysis or even a PMI analysis on the same content we could add and build more facets within the positive and negative indicators as well as many more concepts surrounding the topic as a class. It is important that students be aware of the nature of a public forum such as the wiki can provide, and that any information resources used to back-up statements [as a matter of practice] should be referenced where applicable.
The positive aspect of this ICT tool was that it allowed students to interact online, without the requirements of paper and pen. It accommodated for a collaborative brain-storming session, or continuation of such, where individuals who may utilise concept-mapping and other methods of idea sharing, could collaborate as a group and access the page. To maintain a professional learning forum, it would be required to have continual monitoring by the teacher or learning manager to ensure it remains a forum for academic purposes and creative construct of ideas and information. Use and the maintenance of resources for their credibility, relevance to the topic and subjects as well as to be referenced accordingly. Allowing students to engage in learning, and the utilisation of devices that they are aware of and are comfortable using [Digital natives, Digital Immigrants. Prensky, 2001] when coupled with the freedom of information sharing would provide a positive learning environment in the classroom, and something that was discussed early on with Prenky's Idea where we as educators would be best in engaging our students than enraging them using dated or backward models of educational instruction, as noted in his article, Engage me or Enrage Me: What Today's Learner's Demand. (Prensky, 2005). By also adding scaffolded analyses and questions or optional points of outcome to discuss, will provide and direct students into other areas of thinking that perhaps they hadn't considered. Because there is the opportunity for multimodal methods of response it will also encourage different learning types to excel and grasp concepts and understanding, whilst enabling students to build group work, constructive critical thinking, and analytical knowledge confidence.
Websites was another component that I had investigated, purely for my own interest and to also enable my further development into website design and creation, I created a site [Kriscendo Studios] with a suite of pages about my private teaching studio. This enabled me to reach potential students and also give current parents of enrolled students a main place to source any information on the professional tuition that I provide as well as general information about who I am and my background rather than wasting money and resources printing out documentation, I was able to embed as media directly onto the page and resource material for my clients, both current and potential. Although it is time consuming to set-up, design and limited by the layout options, I was able to scaffold information on various pages, engage further by adding images (logos and photographs) as well as enable them to link back and forth from other pages and contact myself directly should they have any further queireis. Overall, I'm glad that instead of making a website that I would probably not visit again after I have completed this course and program, I have managed to establish something personal, informative and expandable as my private business grows and I am able to adapt the information and content on a regular basis. It does not however provide a direct point of feedback, so I am reliant on visitors, friends and family to provide constructive comments and the like so that I am able to make a more practicle resource for my studio that can also allow additional aspects and compoents as the years progress.
For the second investigation into techonolgoical tools, we were to explore and examine Group Two. These were the categorised elements of multimedia as outlined in the EDED20491 ICTS for Learning Design Week Four Introduction and Overview, (Fasso, 2013) and their imapct on learning experiences within the classroom as well as enhancement of knowledge sharing and upskilling.
For this particular analysis it was about exploring the addition of elements such as digital images, audio files, video files and podcasting. I had experimented early on in the creation of my blog with adding images either those that I had downloaded directly sourced from free image sites available on Google, or those that I had taken photo's of directly and subsequently emailed to myself, then manipulated using the MS Paint accessory pack (that is generally pre-loaded with laptop and desktop computers). I then saved this image in the desired [JPEG] format which I was then able to load onto my page and manipulate further utilising the pop-up resize tool embedded within blogger itself. Although a tedious process from start to finish I was able to create an effective page that was not just informative in the textual content but also provided graphic support and enhancement for those learners (like myself) who are more visually orientated and somewhat easily distracted by such imagery and additional media items. Another add-on that I included was the use of video, and after discovering the very simple means of selecting a video on YouTube, embedding the code via the Insert Video button located above the text editing space, I was able to add a deeper impact to the visual components of my blog presentation. These are evident throughout my blog from the main 'home' page to a designated page A Little Light Stuff... [located at the bottom of the sidebar to the right hand side of the screen]. I didn't select to do the podcasting exercise as I felt uncomfortable with recording myself and thoughts directly, I did however manage to utilise other podcasts from Ted Talks which provides a site of educational talks and lectures on a variety of themes and topics form the arts to sciences, mathematics to pedagogy. I know that is a definite resource that I will be utilising either directly in my classroom or reflective in my lesson planning and unit development. With the utilisation of this particular tool grouping, in adding multimedia components to the online resource bank, being the blog, website or wiki, it is important to protect intellectual property and correctly acknowledge the contributions made by the editors, authors, photographers and other representatives and organisations responsible for allowing you to utilise their particular resource to enhance your own work. As an educator, any students adding multimedia to their presentations and documents should be encouraged as a matter of copyright protection [particularly with music and video files, even those posted to YouTube channels] and legal requirements to reference all material that is not their own personal work. Images, audio and video files as well as embedded podcasts, and source material must be given the correct treatment and respect for their creators and inventors. Failure to do so, may result in academic failure and or legal action, which of course as academically-minded individuals, we wish to avoid and provide credit, where it is necessary and expected. The positive impacts of adding multimedia to the document that you are presenting to the class, is that is enhances the textual components by providing graphic, audio and visual aspects to provide further sensory stimulation and engage those students whose learning means is less textual and more visual and also gives those same students variety and the ability to get creative on their own presentations and documents that can showcase their research and referencing skills simultaneously.
MS PowerPoint, Prezi and Glogster are the tools categorised into Group Three, as grouped in EDED20491: ICTs for Learning Design: Week Five: Introduction and Overview. (Fasso, 2013). Two of these components, to be honest I've not touched base with enough to analyse totally as I guess in some aspects was hesitate and stuck with what I was comfortable utilising and able to embed into blogs and websites. That is of course, PowerPoint. This is a relatively dated means of presenting information. It enables a suit of slides that can be uploaded and embedded into websites, blog pages and other online spaces that are then given the opportunity to be reviewed by students at their leisure, not necessarily during class-time. So perhaps uploading a series of multi-choice questions pertaining to a particular topic with games and video links scaffolded within to give more information and generate higher-order analytical skills and knowledge would encourage active participation in class, particularly if there was a quiz on various aspects included in the slide presentation. It is very adaptable and can be utilised on mobile technology such as tablets and laptops so mobility is not an issue, it is however limited in access on mobile telephone and MP3/4 players (iPods) as the devices own internal applications may not support the content. It doesn't allow for students to interact directly with the presentation unless they edit it and change components and content, however I would recommend that it is posted to a site, blog or wiki as an external file that is unable to be manipulated keeping the boundaries in place so that students are able to gain knowledge and utilise the recourses built-in to establish their own research. Again, it is the ethical practices established at the beginning of the year, or term that will also give provison for the teacher or learning manager to ensure the content and context of the presentation is of the correct standard and enables all students equal standing within the classroom to develop and encourage the sharing of knowledge in various formats. The example PowerPoint that I embedded into the blog, was that I utilised for another assessment task that incorporated a series of questions directly asking students to think about their own responses and possible further research opportunities. This then was broadened further with additional questions and information slides, incorporating video and audio components as well. The content is only able to be manipulated manually if the teacher or developer (similarly with websites and blog pages) who created the document changes or updates the content and context of the presentation. Additional components such as media, audio, visual and links can be adapted to suit accordingly. It is a relatively easy tool to utilise and teach to students who want to create quick, easy and professional documents and presentations to share their research and knowledge that they have acquired. Again the content and context should be managed by the teacher or learning manager to ensure accuracy of recording any evidence of sources that have been utilised and included directly so that they are again focused on crediting those intellectual resources that are not their own work.
The final grouping of technological tools is that of Group Five. Now, these tools have been nominated to this category because of their online presence, as noted earlier by Fasso, (2013), in EDED20491 ICT's for Learning Design Week 5 Introduction and Overview. Of the nine listed elements within this toolbox, as it were, I have utilised three prior to taking this particular course. Google Maps, Google Earth and Online Concept Mapping have been favourite tools to utilise as resources on their own. Not only am I able to be guided on my mobile phone by Google Maps, but on Google Earth I am able to clearly see the destination or location [residence or business] that I am searching for before leaving home in the car. Although with the updated format of Google Maps I am able to zoom in and see the similar image as Earth offers. Online Concept Mapping is very quickly becoming my favourite brain-storming tool. It saves time in creating documents such as those I used in earlier concept map layouts and I am able to create full page spreads of common terminology, ideas, thought processes in a fraction of the time. It is also very user-friendly and simple to use. Students are able to quickly add their thoughts on any topic and can contribute as a group to the map or individual work in a quiet setting provided that all students can have intimate access to a device that is able to host the online platform. With the other tools that were mentions as optional components, I opted not to explore these immediately as time management was becoming increasingly tight and wanting to focus on the tools that I was familiar with certainly enabled my analytical processes to come into play as a future educator. Again it's responsibility for the teacher to maintain the legal, ethical and safe practices when utilising these online tools, particularly as some images sourced on Earth and Maps may relate to military instalments and locations that may be sensitive government information and is best to query ahead with any department heads who have knowledge in that field if there are any restrictions and limitations on what is able to be accessed via satellite. It is a great geographic tool for locations and quizzes around national and international landmarks, the 'Seven Wonders of the World' [including the Ancient and Natural world], perhaps a unit to study within the arts and associated cultures that those landmarks are located within. Again the scaffolding options are endless as long as they pertain to the topic and unit to be covered in classes.
Through the utilisation of all these elements, from the blog and wiki pages to incorporating the various components of the four unique yet interconnected tools, we as educators are able to create meaningful, adaptive, informative and enhanced knowledge presentations that should engage, encourage and activate the creative minds of our students at any age or studying within any Key Learning Area. It is the application and integration of ICT's into the classroom that has changed schooling and education over the last 10 years since I was last a student within the walls of a secondary educational institution. The only technology that I came into contact with then was the over-head projector, data projector, dial-up internet access at home with broadband only coming into play in the latter years of my senior secondary schooling as well as CD-ROM encyclopaedias and resource informational discs. Microfishe was something that was very dated and I never utilised during those familiar visits to the library on a weekly visit during English class. Music and Drama lessons involved listening to CD's and cassette excerpts of recordings and producing hand-written compositions and scripts that involved technical and production elements to enhance the presentation. I'm pleased to know that we as a profession are staying ahead of the game as best we can. Adapting our practices and pedagogy to improve and engage our students as best we can. I'm sure that they do appreciate the effort that goes into all the work that they absorb. The countless hours of preparation and research completed to ensure accuracy and factual information is presented and offered to them. It is them as a collective group who will lead us into the future as leaders of our society for we have simply given them the tools that they have made us aware of, and they will then build a more technologically advanced society than previous generations. I hope that I am able to influence them as much as they will influence me and my practices as a teacher, educator and mentor within my own school environment.
REFERENCES:
De Bono, E. (1985). Six Thinking Hats. Victoria, Australia: Penguin Books.
Derouin, R. E., Fritzche, B. A., & Salas, E. (2005). E-Learning in Organisations. Journal of Management. 31 (6), 920-940. Retrieved March 30th, 2013 from:
http://jom.sagepub.com/content/31/6/920.full.pdf
Fasso, W. (2013). Week Three Introduction and Overview. In EDED20491: ICT's for Learning Design (Term 1, 2013). [Online Moodle Course]. Retreived March 31st, 2013 from: http://moodle.cqu.edu.au/mod/page/view.php?id=115237
Fasso, W. (2013). Week Four Introduction and Overview. In EDED20491: ICT's for Learning Design (Term 1, 2013). [Online Moodle Course]. Retrieved March 31st, 2013 from: http://moodle.cqu.edu.au/mod/page/view.php?id=115240
Fasso, W. (2013). Week Five Introduction and Overview. In EDED20491: ICT's for Learning Design Term 1, 2013). Retrieved April 1s, 2013 from: http://moodle.cqu.edu.au/mod/page/view.php?id=115243
Prensky, M. (2005). Engage Me or Enrage Me: What Today's Learner's Demand. Educause Review. Retrieved March 30th, 2013 from: http://www.educause.edu/ir/library/pdf/erm0553.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants. On The Horizon. [Vol. 9] (5) 1-6. Retrieved March 30th, 2013 from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.
Queensland Studies Authority [QSA]. (2007). The Arts: Essential Learnings by the End of Year Nine. Queensland Curriculum, Assessment and Reporting Framework. Retrieved April 1st, 2013 from: http://www.qsa.qld.edu.au/7262.html
Schrum, L., Levin, B.B. (2012). Student learning in the digital age: Matching our pedagogy to our learners brains. Education Technology Solutions. [Online Journal Article]
Retrieved March 30th, 2013 from: http://educationtechnologysolutions.com.au/2012/11/09/student-learning-in-the-digital-age-matching-our-pedagogy-to-learners-brains/
EDED 20491 | ICT's for Learning Design | CQUniversity Australia.
Kris Brennan | S0009195 | CQUniversity Australia | GDLT(Secondary) Mackay Campus
All correlating reflections and exercises can be found by following the link to ICT for Learning Design or scrolling down this page [below Digital Technologies: The Analysis] to the individual exercises.
It takes more than dedicated teachers to really implement change in any educational environment - it takes everyone working to achieve the same vision - technology-enhanced teaching and learning to prepare students for work and life in the 21st Century. (Schrum & Levin, 2012).
With the influence of the internet and online resources are now becoming more and more prevalent in our research and application to knowledge transfer. Utilising these new e-learning opportunities, provides students with direct-access to resource materials that the older generations [that of their parents and grandparents] may have had to wait overnight, days, weeks or months to become available from the local or school library's in hard-copy formats [text and or video/cassette resources], now thanks to the power of human evolution and technology, we are able to access information anytime, anywhere and in some instances the only cost is that of the cost to connect to the internet itself, and some places offer free connection via Wifi services. E-Learning is a valuable tool in today's classrooms as it allows uninterrupted access to new ideas, content, knowledge, skills and trends that will ultimately play an important role in not only our lives as educators but that of our students; who will go on and out into the wider community with these new concepts, processes and understandings and contribute positively to society and our global community. It also allows students to share ideas, research and resource knowledge and opportunites with each other and other students in similar classrooms not just within their region or state, but both national and international classrooms. As teachers we also have to recognise individual student's methods of learning.
E-Learning is described by Derouin, Fritzsche & Salas (2005), as:
an instructional strategy for imparting knowledge, skills and attitudes in organisations.
They then provide a further, more in-depth defination utilisng that from Kaplan-Leiserson (2002, as cited by Derouni et. al., 2005), that:
e-learning is a wide set of applications and processess, such as Web-based learning, computer-based learning, virtual classrooms and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, and CD-ROM.
For the past five weeks, I have been successfully navigating the world of Information Communication Technologies, with the assistance of the ICTs for Learning Design Course [EDED204347] offered from CQUniversity Australia, as part of the Graduate Diploma Learning and Teaching program. Within this, I was able to develop a greater awareness of the processes involved in adapting information to suit a new generation of students, who learn at a faster-pace and more technologically-advanced environment than that of thirteen years ago when I was last at school. I have found that my eyes have been widened to the arena in which the teaching platform has established itself into. A venue of scrutiny where we are (as teachers) questioned daily on the relevance of the content and the context in which information is presented and processed. We are given flack for not being current or up-to-date with the real-world and that students are underprepared for what's really out there. Through my research and application of various brands of ICT's I have been able to gain new knowledge, grant myself the ability to construct informative and engaging presentations that not only inform students but encourage them to also develop inter-personal skills in a specific Key Learning Area. As my KLA's are Music and Drama, I focused on The Arts and also the application of the Essential Learnings (QSA, 2007), curriculum for which they are presently governed by, in way of content that is to be presented. I'll be exploring the utilsation and application of Wikis, Blogs and Websites with the incorporation of PowerPoint presentations and digital media (incorporating audio, video and imagery) to enhance learning and knowledge acquisition and student engagement in the classroom and beyond.
When students are engaged in the utilisation of any type of resource, electronic or non-electronic it is us as educators who should maintain and monitor our students interaction with these knowledge providers. From ensuring that the text that they are reading and gathering information from, has been referenced correctly to protect and maintain intellectual property and copyright regulations; to screening any potential websites, journal articles and alternative information sources, such as Wikipedia, for accuracy and factual information. After all we are interested in the students research opportunities and maximising their knowledge and potential for application in later life and with inaccurate records and information that is either false or misleading would reflect badly on our practices in the classroom. By ensuring we establish ethical behaviour management systems in the classroom and ensure that there are systems in place to review that at varying intervals through the school year, whether that would be as each new term commences or perhaps at the point of presenting assessment tasks to students, it would ensure that they are engaging in research that is most beneficial to them and the outcome of information collation that they are seeking. Students and family members should also be made aware of any policy documents that the school may [should] provide about the internet in regards to child safety and protection as well as protection from sites that are not intended for academic purposes and to ensure the adequate protection elements, such as firewalls and parental blocks for home computers are in place. This would also assist in the maintenance of plagiarism and the responsibility to ensure that all material utilised in academic purposes have been references in accordance with school policy, and students should also be given instruction on the correct method utilised when referencing and perhaps have them compile a bibliography alongside the reference list so that they are then able to produce evidence of a wide range of resources that they may or may not have utilised in summation of their documented evidence of research.
Group One Technology Tools as noted in, EDED20491 Week Three Introduction and Overview.(Fasso, 2013),were one of the particular topics in the first couple of weeks that enabled me to unleash my creative side. These styles of technologies have been classified as those technologies that incorporate content-free online spaces. These can be wiki spaces, blogging sites, and static websites. For this particular analysis I have chosen to look at wiki spaces as it will also incorporate the first two weeks activites noted at the very bottom of this page. It allows for an open forum of ideas and research findings to be passed and shared between peers and colleagues.
By utilising resources in research, students then come to the presentation of this information that they have diligently discovered. From the application of knowledge transfer to other students via wiki's, or blog-postings, students are able to share the information that they have discovered, or perhaps read further findings or develop fresh ideas about other students' research almost instantaneously. Wikis, such as the one I created, can explore a topic that could be directly informational on a particular subject. Or similar to the wiki activity that formed part of our weekly engagement activities that was scaffolded and allowed a number of students to interact and make their own assumptions about a certain topic, this method could allow several topics to be explored and analysed that could be built into the unit of work to be covered that term. I did however dislike the fact that information that I could provide could be easily removed, however by a process of recovery, could be restored. It could also get somewhat 'lost' amongst the myriad of other postings and the mixture of fontal colours and styles was somewhat distracting and displeasing to the eye [perhaps guidelines on what colour fonts to avoid may need to be set for future utilisations of this space] and the layout was somewhat messy and very cluttered and lacked any formal structure which may prove difficult to find succinct information or reference material when doing a search.
I did find this activity a good means to explore this method of information sharing, forum posting and scaffolding in an online context, by utilising the analysis method of De Bono's Hats. (De Bono, 1985). I know that if we were to incorporate a SWOT analysis or even a PMI analysis on the same content we could add and build more facets within the positive and negative indicators as well as many more concepts surrounding the topic as a class. It is important that students be aware of the nature of a public forum such as the wiki can provide, and that any information resources used to back-up statements [as a matter of practice] should be referenced where applicable.
The positive aspect of this ICT tool was that it allowed students to interact online, without the requirements of paper and pen. It accommodated for a collaborative brain-storming session, or continuation of such, where individuals who may utilise concept-mapping and other methods of idea sharing, could collaborate as a group and access the page. To maintain a professional learning forum, it would be required to have continual monitoring by the teacher or learning manager to ensure it remains a forum for academic purposes and creative construct of ideas and information. Use and the maintenance of resources for their credibility, relevance to the topic and subjects as well as to be referenced accordingly. Allowing students to engage in learning, and the utilisation of devices that they are aware of and are comfortable using [Digital natives, Digital Immigrants. Prensky, 2001] when coupled with the freedom of information sharing would provide a positive learning environment in the classroom, and something that was discussed early on with Prenky's Idea where we as educators would be best in engaging our students than enraging them using dated or backward models of educational instruction, as noted in his article, Engage me or Enrage Me: What Today's Learner's Demand. (Prensky, 2005). By also adding scaffolded analyses and questions or optional points of outcome to discuss, will provide and direct students into other areas of thinking that perhaps they hadn't considered. Because there is the opportunity for multimodal methods of response it will also encourage different learning types to excel and grasp concepts and understanding, whilst enabling students to build group work, constructive critical thinking, and analytical knowledge confidence.
Websites was another component that I had investigated, purely for my own interest and to also enable my further development into website design and creation, I created a site [Kriscendo Studios] with a suite of pages about my private teaching studio. This enabled me to reach potential students and also give current parents of enrolled students a main place to source any information on the professional tuition that I provide as well as general information about who I am and my background rather than wasting money and resources printing out documentation, I was able to embed as media directly onto the page and resource material for my clients, both current and potential. Although it is time consuming to set-up, design and limited by the layout options, I was able to scaffold information on various pages, engage further by adding images (logos and photographs) as well as enable them to link back and forth from other pages and contact myself directly should they have any further queireis. Overall, I'm glad that instead of making a website that I would probably not visit again after I have completed this course and program, I have managed to establish something personal, informative and expandable as my private business grows and I am able to adapt the information and content on a regular basis. It does not however provide a direct point of feedback, so I am reliant on visitors, friends and family to provide constructive comments and the like so that I am able to make a more practicle resource for my studio that can also allow additional aspects and compoents as the years progress.
For the second investigation into techonolgoical tools, we were to explore and examine Group Two. These were the categorised elements of multimedia as outlined in the EDED20491 ICTS for Learning Design Week Four Introduction and Overview, (Fasso, 2013) and their imapct on learning experiences within the classroom as well as enhancement of knowledge sharing and upskilling.
For this particular analysis it was about exploring the addition of elements such as digital images, audio files, video files and podcasting. I had experimented early on in the creation of my blog with adding images either those that I had downloaded directly sourced from free image sites available on Google, or those that I had taken photo's of directly and subsequently emailed to myself, then manipulated using the MS Paint accessory pack (that is generally pre-loaded with laptop and desktop computers). I then saved this image in the desired [JPEG] format which I was then able to load onto my page and manipulate further utilising the pop-up resize tool embedded within blogger itself. Although a tedious process from start to finish I was able to create an effective page that was not just informative in the textual content but also provided graphic support and enhancement for those learners (like myself) who are more visually orientated and somewhat easily distracted by such imagery and additional media items. Another add-on that I included was the use of video, and after discovering the very simple means of selecting a video on YouTube, embedding the code via the Insert Video button located above the text editing space, I was able to add a deeper impact to the visual components of my blog presentation. These are evident throughout my blog from the main 'home' page to a designated page A Little Light Stuff... [located at the bottom of the sidebar to the right hand side of the screen]. I didn't select to do the podcasting exercise as I felt uncomfortable with recording myself and thoughts directly, I did however manage to utilise other podcasts from Ted Talks which provides a site of educational talks and lectures on a variety of themes and topics form the arts to sciences, mathematics to pedagogy. I know that is a definite resource that I will be utilising either directly in my classroom or reflective in my lesson planning and unit development. With the utilisation of this particular tool grouping, in adding multimedia components to the online resource bank, being the blog, website or wiki, it is important to protect intellectual property and correctly acknowledge the contributions made by the editors, authors, photographers and other representatives and organisations responsible for allowing you to utilise their particular resource to enhance your own work. As an educator, any students adding multimedia to their presentations and documents should be encouraged as a matter of copyright protection [particularly with music and video files, even those posted to YouTube channels] and legal requirements to reference all material that is not their own personal work. Images, audio and video files as well as embedded podcasts, and source material must be given the correct treatment and respect for their creators and inventors. Failure to do so, may result in academic failure and or legal action, which of course as academically-minded individuals, we wish to avoid and provide credit, where it is necessary and expected. The positive impacts of adding multimedia to the document that you are presenting to the class, is that is enhances the textual components by providing graphic, audio and visual aspects to provide further sensory stimulation and engage those students whose learning means is less textual and more visual and also gives those same students variety and the ability to get creative on their own presentations and documents that can showcase their research and referencing skills simultaneously.
MS PowerPoint, Prezi and Glogster are the tools categorised into Group Three, as grouped in EDED20491: ICTs for Learning Design: Week Five: Introduction and Overview. (Fasso, 2013). Two of these components, to be honest I've not touched base with enough to analyse totally as I guess in some aspects was hesitate and stuck with what I was comfortable utilising and able to embed into blogs and websites. That is of course, PowerPoint. This is a relatively dated means of presenting information. It enables a suit of slides that can be uploaded and embedded into websites, blog pages and other online spaces that are then given the opportunity to be reviewed by students at their leisure, not necessarily during class-time. So perhaps uploading a series of multi-choice questions pertaining to a particular topic with games and video links scaffolded within to give more information and generate higher-order analytical skills and knowledge would encourage active participation in class, particularly if there was a quiz on various aspects included in the slide presentation. It is very adaptable and can be utilised on mobile technology such as tablets and laptops so mobility is not an issue, it is however limited in access on mobile telephone and MP3/4 players (iPods) as the devices own internal applications may not support the content. It doesn't allow for students to interact directly with the presentation unless they edit it and change components and content, however I would recommend that it is posted to a site, blog or wiki as an external file that is unable to be manipulated keeping the boundaries in place so that students are able to gain knowledge and utilise the recourses built-in to establish their own research. Again, it is the ethical practices established at the beginning of the year, or term that will also give provison for the teacher or learning manager to ensure the content and context of the presentation is of the correct standard and enables all students equal standing within the classroom to develop and encourage the sharing of knowledge in various formats. The example PowerPoint that I embedded into the blog, was that I utilised for another assessment task that incorporated a series of questions directly asking students to think about their own responses and possible further research opportunities. This then was broadened further with additional questions and information slides, incorporating video and audio components as well. The content is only able to be manipulated manually if the teacher or developer (similarly with websites and blog pages) who created the document changes or updates the content and context of the presentation. Additional components such as media, audio, visual and links can be adapted to suit accordingly. It is a relatively easy tool to utilise and teach to students who want to create quick, easy and professional documents and presentations to share their research and knowledge that they have acquired. Again the content and context should be managed by the teacher or learning manager to ensure accuracy of recording any evidence of sources that have been utilised and included directly so that they are again focused on crediting those intellectual resources that are not their own work.
The final grouping of technological tools is that of Group Five. Now, these tools have been nominated to this category because of their online presence, as noted earlier by Fasso, (2013), in EDED20491 ICT's for Learning Design Week 5 Introduction and Overview. Of the nine listed elements within this toolbox, as it were, I have utilised three prior to taking this particular course. Google Maps, Google Earth and Online Concept Mapping have been favourite tools to utilise as resources on their own. Not only am I able to be guided on my mobile phone by Google Maps, but on Google Earth I am able to clearly see the destination or location [residence or business] that I am searching for before leaving home in the car. Although with the updated format of Google Maps I am able to zoom in and see the similar image as Earth offers. Online Concept Mapping is very quickly becoming my favourite brain-storming tool. It saves time in creating documents such as those I used in earlier concept map layouts and I am able to create full page spreads of common terminology, ideas, thought processes in a fraction of the time. It is also very user-friendly and simple to use. Students are able to quickly add their thoughts on any topic and can contribute as a group to the map or individual work in a quiet setting provided that all students can have intimate access to a device that is able to host the online platform. With the other tools that were mentions as optional components, I opted not to explore these immediately as time management was becoming increasingly tight and wanting to focus on the tools that I was familiar with certainly enabled my analytical processes to come into play as a future educator. Again it's responsibility for the teacher to maintain the legal, ethical and safe practices when utilising these online tools, particularly as some images sourced on Earth and Maps may relate to military instalments and locations that may be sensitive government information and is best to query ahead with any department heads who have knowledge in that field if there are any restrictions and limitations on what is able to be accessed via satellite. It is a great geographic tool for locations and quizzes around national and international landmarks, the 'Seven Wonders of the World' [including the Ancient and Natural world], perhaps a unit to study within the arts and associated cultures that those landmarks are located within. Again the scaffolding options are endless as long as they pertain to the topic and unit to be covered in classes.
Through the utilisation of all these elements, from the blog and wiki pages to incorporating the various components of the four unique yet interconnected tools, we as educators are able to create meaningful, adaptive, informative and enhanced knowledge presentations that should engage, encourage and activate the creative minds of our students at any age or studying within any Key Learning Area. It is the application and integration of ICT's into the classroom that has changed schooling and education over the last 10 years since I was last a student within the walls of a secondary educational institution. The only technology that I came into contact with then was the over-head projector, data projector, dial-up internet access at home with broadband only coming into play in the latter years of my senior secondary schooling as well as CD-ROM encyclopaedias and resource informational discs. Microfishe was something that was very dated and I never utilised during those familiar visits to the library on a weekly visit during English class. Music and Drama lessons involved listening to CD's and cassette excerpts of recordings and producing hand-written compositions and scripts that involved technical and production elements to enhance the presentation. I'm pleased to know that we as a profession are staying ahead of the game as best we can. Adapting our practices and pedagogy to improve and engage our students as best we can. I'm sure that they do appreciate the effort that goes into all the work that they absorb. The countless hours of preparation and research completed to ensure accuracy and factual information is presented and offered to them. It is them as a collective group who will lead us into the future as leaders of our society for we have simply given them the tools that they have made us aware of, and they will then build a more technologically advanced society than previous generations. I hope that I am able to influence them as much as they will influence me and my practices as a teacher, educator and mentor within my own school environment.
REFERENCES:
De Bono, E. (1985). Six Thinking Hats. Victoria, Australia: Penguin Books.
Derouin, R. E., Fritzche, B. A., & Salas, E. (2005). E-Learning in Organisations. Journal of Management. 31 (6), 920-940. Retrieved March 30th, 2013 from:
http://jom.sagepub.com/content/31/6/920.full.pdf
Fasso, W. (2013). Week Three Introduction and Overview. In EDED20491: ICT's for Learning Design (Term 1, 2013). [Online Moodle Course]. Retreived March 31st, 2013 from: http://moodle.cqu.edu.au/mod/page/view.php?id=115237
Fasso, W. (2013). Week Four Introduction and Overview. In EDED20491: ICT's for Learning Design (Term 1, 2013). [Online Moodle Course]. Retrieved March 31st, 2013 from: http://moodle.cqu.edu.au/mod/page/view.php?id=115240
Fasso, W. (2013). Week Five Introduction and Overview. In EDED20491: ICT's for Learning Design Term 1, 2013). Retrieved April 1s, 2013 from: http://moodle.cqu.edu.au/mod/page/view.php?id=115243
Prensky, M. (2005). Engage Me or Enrage Me: What Today's Learner's Demand. Educause Review. Retrieved March 30th, 2013 from: http://www.educause.edu/ir/library/pdf/erm0553.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants. On The Horizon. [Vol. 9] (5) 1-6. Retrieved March 30th, 2013 from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.
Queensland Studies Authority [QSA]. (2007). The Arts: Essential Learnings by the End of Year Nine. Queensland Curriculum, Assessment and Reporting Framework. Retrieved April 1st, 2013 from: http://www.qsa.qld.edu.au/7262.html
Schrum, L., Levin, B.B. (2012). Student learning in the digital age: Matching our pedagogy to our learners brains. Education Technology Solutions. [Online Journal Article]
Retrieved March 30th, 2013 from: http://educationtechnologysolutions.com.au/2012/11/09/student-learning-in-the-digital-age-matching-our-pedagogy-to-learners-brains/
TOPIC FIVE: DIGITAL TECHNOLGIES III & IV
Creating engaging and interactive PowerPoint presentations for the classroom
ENGAGEMENT ACTIVITY ONE - FOUR: PowerPoint Presentations
Basic Presentation | Utilised as the Opening Page featured in a Blog-style presentation within another course [Literacy & Numeracy] assessment task.
Interactive Presentations | Featured on other pages within the Blog to provide higher-order thinking and scaffolding within the assessment task to be presented as well s alternative tasks for students to complete and reflect upon within a group setting, or individually.
These presentations originally started as one presentation, however upon further development, I had to break them up into three segments that way material and content could be examined in greater depth and understanding. This also gave the oppoturnity to scaffold questions and interaction between the student and the presentation and not just a 2-dimensional viewing of a slide-show. I did have audio files in the presentation also, that when presented out of the blog, would work as supposed to, however once embedded into the blog page, these audio files didn't exist, or failed to pplay. the same goes for the slide transitions, with a manual click of the mouse advancing the next slide and a stop-start to the presentaiton rather than a natural, automated flow.
Looking at the Prezi site, I have not developed a presentation on that as yet, however I'm glad that it was mentioned as it looks fantastic, and the presentation examples are of a high professional quality, something that some companies would spend a great deal of financial and technical resources in creating. I certainly will explore this media very soon!
TOPIC FOUR: Digital Technologies II
Reflecting upon the application of Group Two (Multimedia) technologies to enhance pedagogical technique and educational practices as well as the impacts and outcomes of the utilisation of such technologies in the classroom.
ENGAGEMENT ACTIVITY ONE | Resizing & Uploading Digital Photographs: Reflection
I have found been utilising this aspect of adding, manipulating, up-loading and utilising digital media, photographs, video [shared from YouTube] and audio files within my blog for quite sometime. Having been a visual learner I knew straight away I needed a visual appeal to my blog, and adding these accents to each page has certainly rendered the presentation style that I portray to be very successful. I have found that on different access devices, [PC or Laptop] that certain tools within the blog site are not available for common use, or at least that tool is incosistent and somewhat frsutrating partcularly when wanting to enlarge an image to give a greater impact. To add such digital photographs that I have previously selected from an electronic source (www.images.google.com) I have been able to either cpature these as a screen-shot or simply copy and paste directly to MS Paint (accessory applicaiton installed with most PC's) and subsequently cropping and resizing the image there, saving it as a JPEG image then pasting it on the page. I have found a couple of instances where I have not been able to resize the image directly on the blog page, as the menu bar had not appeared, having me to return to MS Paint and resizing and re-saving the image once more. This double-handling of image manipulation certainly draws out the creative process and the ability to create quick and simple presentations, particulary when time is important and scheduled; in saying that, when the technology is working correctly, they are then able to be utilised as an invaluable resource within and enhance the aesthetic and objective nature of the presentation as a whole, which then caters to visaul and verbal learners within the classroom/learning setting.
The Original Image | Screen Capture
Image Manipulation with MS Paint | Includes Image Resizing Option in Blogger
Image Resizing Option | Screen Capture
ENGAGEMENT ACTIVITY FOUR | Digital Audio Recording: Reflection
My personal experiences with this task was what I thought would be a simple process, however actually completing it was another feat altogether. I was able to record an audio track for another assessment task on my mobile device (LG SmartPhone), subsequently emailing it to my personal email account, then saving as a file on my computer and USB (as a back-up) then inserting the media file into the document. It was only a short clip that proved effective within the PowerPoint presentation, however when this was then uploadded via SkyDrive to the blog page, the audio file disappeared and failed to play within the presentation itself, as were the other audio tracks that were there to add another dimension to the presentation. Using these recordings on their own is great for learners who are non-verbal or non-visual orientated as they are able to hear the dialogue and imagine the words coming to their life in their own minds. The information is heard, and only processed through one sense, that of hearing, however adding a visual, such as an image or animation would certainly enhance the visual aspect and appeal also. Utilising this method would also be great for students to utilise in brain-storming activities, and group work where pens and paper may be limited or perhaps part of the task to devise research findings with alternative media, utilising performance, song or in this instance, audio recording, rahter than traditional pen and paper approach. This would also enable a permanent record that could also be ealiy located and rehashed during term or the unit that is to be covered in classes.
ENGAGEMENT ACTIVITY FIVE | Using Web-Based PodCasting: Reflection
This Video PodCast is taken from TED Talks. [www.ted.com] and features a live choir that also performs alongside a 'virtual' choir. I've personally had an idea about a Skype choir where members log on and perhaps pre-record themselves and then hold iPads featuring themselves or others singing a song live adding to the mix of voices on stage. This adaptation of using ICT's in the community would certaily enhance the creeative and musical minds behind some of the most prolific and engaging musicians and artists residing in our backyards. I certaily would love to participate and invigourate the performing platform this way.
This Video PodCast is taken from TED Talks. [www.ted.com] and features a live choir that also performs alongside a 'virtual' choir. I've personally had an idea about a Skype choir where members log on and perhaps pre-record themselves and then hold iPads featuring themselves or others singing a song live adding to the mix of voices on stage. This adaptation of using ICT's in the community would certaily enhance the creeative and musical minds behind some of the most prolific and engaging musicians and artists residing in our backyards. I certaily would love to participate and invigourate the performing platform this way.
I found it a great medium to develop, learn and generate great awareness of other issues and research from science, education, medicine and other areas outside of my own interests in performing arts. I know a few other people who enjoy watching and utilising the information shared via this particular presentation and production medium. It was easy to embed, following the pathways alsu utilised in adding digital video [mentioned in the next actiity] and then viewing other presentations that also interested me.
ENGAGEMENT ACTIVITY SEVEN | Digital Video: Reflection
When utilising this tool, I had some difficultly uploading onto a blog directly. I was unable to load directly from my USB storage and my phone had diffuclty sending the file via email as it was a large file. I was going to edit it and make it more 'movie' than simply a filmed action, however time was of the essence and I wanted to simply attach the file and utilise within a presentation. I found the simplest way to do so, was to post to SkyDrive and then with the embedded code, transfer to my blog pag where it would be able to then vied, however upon clicking 'play' it would then send the user to a new page to view the presentation. This proved to be somewhat messy however still effective, though it did seem to 'break' the barrier and flow of the presentation as a whole. Inserting into the Blog page was by selecting the HTML conversion button on the Edit Tab above. Then pasting the code into amid the hypertextual content that is displaying the present images and document.
SELECT the Image or File to be Added
SELECT Embed [This will provide a HTML script]
SELECT the Embed Code
COPY the Embeded code [this script is the file itself]
CLICK 'Done' when completed to return to the main page.
The FINAL Result:
TOPIC THREE: Digital Technologies I
Reflecting upon the application of Group One (Content-Free) Online Spaces and technologies to educational practices.
ENGAGEMENT ACTIVITY ONE | Creating a Blog: Reflection
S.W.O.T. ANALYSIS | The Blog
ABOVE | A screen-capture of my Blog Front Page | www.krisbrennan83.blogspot.com.au
STRENGTHS
- Simple to access with a web address (URL) even on mobile devices
- Simple to utilise in adding text, images and video clips
- Ability to include multi-media formats [text / video / audio]
- Customisable to developer's preferred layout
- Students are able to read / watch and explore knowledge and research findings posted
- Advantages to both textual and visual learners in application to written text and images and video excerpts.
- Web-site styled lay-out. [Links, pages, ability to add media etc]
- Multiple page option to separate into categories, topics, subject areas, discussion notes
- Main blogging area suitable to mention major points of study or perhaps personal information regarding research and general comments or feedback.
- Teachers are able to post up a quiz or topic to be discussed at next class or as interactive homework for students over a weekend.
WEAKNESSES
- Design is limited to blog-development software configurations and options
- Unable to simply copy & paste text if you are wanting to keep uniform with remainder of documentation - having to retype text as required. [Time consuming]
- Ability to plagiarise without referencing - responsibility of blog creator to ensure correct use of knowledge and application
- Self-motivating - if you want it to be seen, you must paste it up.
- Access may be limited particularly if mobile devices are unable to connect or Internet services are unavailable
OPPORTUNITIES
- Information sharing across various social outlets - Facebook / Twitter / Email / Websites
- Public audiences able to comment and provide further information to be considered.
- Students may be able to provide further information in the form of 'comments' and offer research links and further resources
- Ability to access on mobile devices as well as desktop / laptop
- Monitorisation of learning outcomes - students able to track information and resources
THREATS
- Potential for comments to be interpreted negatively. [Cyber-bullying]
- Teacher to monitor content and ensure appropriate use of technology and information sharing
- Plagiarism and identity theft [non-secure email addresses could be 'hacked']
- Hinder learning through information 'over-load' not just with text but audio visual formats
- Genuine information may get lost amongst non-genuine sources [alternate blog comments etc.]
REFLFECTION
I found that the potential for this online information sharing tool is profoundly dependant on its correct use and application. It is quite easy to simply copy and paste information without having any thought process. Sure, you may read a couple lines of text and deem it to be important enough to share on this forum, however this source needs to be recognised for their contribution to education as it is 'intellectual property' and remains that of the author. I know I'd love to be credited with the work [I've taken valuable time to research, analysis, compose and reflect], to be great enough to be shared across all mediums, print or digital.. It is highly interactive for students to then comment on any information that happens to interest them, perhaps the daily class quiz could become something of a 'hide and seek' game where students look for the topic questions amidst other sources of information [referenced] and then devise possible questions to ask, and subsequently answer, sparking general discussion in class the following day.
By using the SWOT Analytical Tool [Above] I was able to clarify my thoughts and feelings about this. Overall with the blog having a definable and specific URL that would then enable all users [including the general public] to access the information easily and currently. This would also provide parents a good insight into class discussions and daily homework. This might also be a good avenue for further class and school notices / reminders / updates et al. to be presented to parents relieving the need for paper via traditional means, and ensuring information is received.
It is somewhat customisable to the preferred layout that suits the reading audience however it does only provide a limited layout arrangement but by adapting and 'playing' with the layout, it can be quite manageable.It also enables teachers to provide links to websites for readings to be completed or topics of discussion that can then be commented on by students with a handy time and date stamp so you can monitor students' interaction. The limitation with student access is their personal access at home to either a mobile device or home Internet connection. Most families these days do cater to the latest technology and certainly have access to the Internet, however there might be rare instances where a family may not be able to have that communication technology at home either by choice [cultural or other] or socio-economic reasons.
As students are so easily able to access, review, and reflect via comment upon the information presented, as well as fellow classmate responses, it might become a tool in which cyber-bullying could flourish, without the appropriate supervision of the teacher. It should be maintained as a conversation would at school, ensuring all opinions are respected and that there is no negativity implied. The impact of negative commentary and or possibly negative interpretation and deconstructive criticism may carry forward into the classroom, other subjects and the playground thus impacting negatively on students' lives at school, and potentially socially.
With the knowledge sharing, it offers further potential for research and information 'harvesting' across other forms of social media, from Facebook status updates and posts, Twitter feeds and YouTube video blogs, comes more depth of students interacting with and applying both declarative and procedural aspects of knowledge, skills and then developing a greater understanding and awareness of what is being discussed in class. This also offers a greater advantage to develop literacy and numeracy skills from not just reading text, but becoming aware of new vocabulary and definitions, statistical information, current local, regional, national and international news, and so much more! Students will become simultaneous learners.
ENGAGEMENT ACTIVITY TWO | Creating a Wiki: Reflection
As the wiki incorporated the use of De Bono's Hats to discuss Mobile Phone Use in Classrooms I'd like to use the same Analytical Tool to tackle this topic in question.
DE BONO'S HATS ANALYSIS | The Wiki
ABOVE| A screen-capture of my Wiki Page.
I've created separate pages and added a blurb 'About Me'
similar to what is featured on my Blog.
BLACK HAT | Judgement
What is wrong with this? | Why will this not work? | Is this safe? | Can this be done?
The Wiki, although a very useful information sharing online program, does offer the potential for error. Students would be posting something and another student could 'wipe' that comment or piece of information out. Or in a negative interpretation, criticise their opinion or argument towards the discussion topic. [Cyber-bullying]. The layout is very messy [random font colours et. al]. and not a succinct recording of online 'converstaions'. There is no time-stamp from the user side which other students may feel left out, or behind in their responses, if they are unsure of an answer to be considered. This has potential to be a neglected and dis-used medium when not monitored correctly. From using the blog to then posting in Wiki, I didn't like the differences such as layout and customisable features that the blog could offer, Wiki was very limited in that regard. I didnt' find it to be as user-friendly as blogger however it is far more interactive and allows for my colleagues and public audiences with the URL link to view, comment and review other's posts on certain topical information presented and offered for discussion. Again it is all about monitoring and ensuring the correct standards that come from information sharing are respected and employed.
BLUE HAT | The Process
Where are we now? | What is the next step? | Where have we been? | What sort of thinking is needed?
We are at, as I have phrased previously, a new 'age of enlightenment'. We have the potential to offer our students so much more than bricks 'n' mortar teaching, more than 'chalk & talk' or blackboard analysis of textbook references. We have the insight to offer them online information, adaptive technologies that allow them to interact with their own learning and help them unlock their future selves. As teachers and past school students ourselves, we have the experience of what its like to sit in class and be 'bored' and 'tired' of the same mind-numbing information being delivered at us by rote. Lets change the gear and use the gear to inspire, reward and provide information to our new 'selves'. These are the leaders of our country and our societies, why not let them advise us the best options of learning available and utilise the technology. It is within the virtual walls of cyberspace as it used be known, that there are countless opportunities for research, for interest and for new information. By also allowing our students to then collaborate and network amongst themselves, they are in-turn communicating better and developing research strategies of their own. This critical, analytical thinking is needed to ensure that accurate and relevant information is sourced and aptly utilised and also referenced to ensure a high standard is set. By acknowledging their individual achievements, the group can collectively achieve great success and fellowship in collaboration to enjoy a rewarding and interesting educational experience they can reflect upon in later years.
GREEN HAT | Creativity
What new ideas are possible with this? | What is my suggestion for success? | Can I create something new? | Possibilities: Can we learn via Wikis? | Is there a possibility we can encourage learning?
Reviewing the last possible question, 'is there a possibility we can encourage learning?', I believe that the answer is yes. This is through new methods of old techniques. What we used to write, we now type. What we used to scan with our eyes, we can scan with a printer, or even take a photo with our camera-phones or iPads and submit electronically via email, or include in a document. These somewhat remedial tasks to us today were certainly dreamt about approximately 20 years ago. We can encourage learning through the use of Wiki's. This allows for students to comment on their findings and also add to other students' thoughts and their reflections on certain topics. It allows for each child to then contribute to the class electronically and provide examples and other information to support their findings. By also allowing students to report on their research collaboratively and then review their fellow student's responses, they are also then opening up to other considerations that perhaps they hadn't thought of, or dismissed or perhaps can add greater detail to. This bonus also gives them confidence in their own literacy skills that they are building along side each other.
Other possibilities, because it has the ability to be accessed via mobile technology [iPod / iPhone / iPad etc] students are then able to research and report on the bus, in the car, at traffic lights, watching a friend's football game. Learning becomes more interactive while they are active. Learning is about application to real-life and developing these skills in a classroom setting lets them see the potential outside. My suggestion is as long as teachers are continually there to guide, shape and inform as well as manage content and monitor the context of the messages that are explored and discussed, I'm sure this will be an interesting method that will I'm sure be surpassed in another 20 years.
RED HAT | Feelings
How do I feel about this? | What do I like about the idea? | What don't I like about the idea?
As a first-time user/creator, I had some difficulty navigating around, trying to get things rolling, but with more experience and understanding features I was gaining new knowledge and skills that I hadn't considered before. I was learning, and subsequently learning about learning using an ICT. This means of submitting my reflection son a topic was using a new medium to me, the forum. I didnt' like that others were able to over-write my posts however I did come to realise how to restore them, just a little fiddly though. It would be more beneficial to have time and date stamps, as a teacher's point of view [and potentially a parent] so we are able to monitor who and when they are contributing to the discussion. I also like the ability to review others' remarks and findings that perhaps provide more information that we hadn't considered, or bring awareness to different areas of the topic that may have not been noted but need further reflection and discussion. Overall it would be a useful information sharing tool that could be utilised in daily lesson planning and incorporate more than just topic discussions but allow for further homework research opportunities and greater learning experiences away from the classroom.
YELLOW HAT | Benefits
What are the good points? | Why can this be successful? | Why is this a good thing?
The fact that it is online and accessible from any mobile device remotely enables users to interact with each other almost at any time and when is convenient. This also allows for those same users to interact with the learning and enable a different pedagogical technique to be applied to class discussions and that of the online forum. By allowing students to comment, reflect and offer opinions, research and report findings online, they are contributing to the classroom knowledge and skill set. By advising where they sourced their information from [referencing] they are also learning valuable skills for later study. With the teacher monitoring their data application, they are then also able to engage with the students collaboratively and also develop other methods of presenting their research findings, and consider new and more meaningful topic questions to explore and discuss, thus enabling higher-order thinking amongst all students within that particular class. This means of information sharing can also be something for the wider school community to embrace allowing for parents to contribute, should they themselves have skills or knowledge that they could offer to their children's classmates in a new version of 'Bring a Parent to School Day.' This allows for cross-community links and ties with the wider cultural diversity of the region in which the school operates and resides. Allowing for any learning is great, allowing for new learning is even better.
WHITE HAT | Information
What information do I have? | What are the facts? | What information do I need? | What do I want to know?
The information I have, right now can be located on teh Internet, in text books, availabel as audio adn video clips on YouTube. Its what I do with, and how I intend to use this information that will enable my students to learn. By providing topic questions and discussion forums for them to particpate in collectively, I am allowing them to access more resources that were not available to me when I was there age. The facts that are present are availble in any search engine, it just needs to be filtered and referenced correctly to give an accurate account of research and recognition of the dedicated hard work and reflections other academicss and professionals have made and found. By allowing our students to access these, we are in turn opening our eyes to more information and knowledge that would benefit our teaching and application to classes in the future.
ENGAGEMENT ACTIVITY THREE | Creating a website: Reflection
Create an online websiite and reflect upon the functioniality and allowances.
PMI ANALYSIS | The Website
ABOVE | My Website in screen-capture.
I have been able to develop a personalised webpage
for my vocal studio Kriscendo Studios where my
target audience is new students, parents, as well as
utilising the ability to attract potential professional
organisations and theatrical agents and managers.
REFLECTION
When developing the website I had to spend some time getting used to the features available once I had the tedious task of finding a layout that appealed to my particular website. I needed a masculine approach (as I am a male vocal teacher and hoping to attract more male students as theere is a lack of skilled male vocalists in my area) that would also give a professional appeal to my target audience of younger students to parents seeking information on a local business that provides quality professional tuitionfor their children or relatives and friends. Then it was a matter of uploading the documentation via copy and paste from documents that I had already published, only to subsequently reformat to the uniform font scheme that I had adopted - again providing a professional aesthetic to the site. Upon adding other media such as images, logos and documents that prospective studnets could then review and print at heir leisure I set about the task of ensuring that my web domain, website name, was available firstly then publishing the content on the web. I then reviewd and had firends check for grammatial, spelling and other errors to ensure accuracy and appeal as well as provide feedback and constructive opinions on ease of use, access etc. Overall I wanted to create a website for something that I knew I would utilise frequenlty after this course had completed and my degree was attained.Rahter than creating a space that I would utilise over the course of the program of study then forget that I had created it to begin with. In this way I have gained new knowledge and skills that I wanted to learn and develop about an invaluable ICT tool which I then utilised it in my professional career and extra-curricular activites that is also a hobby and passion.
TOPIC TWO: E-Learning Design Principles
Digital Pedagogy: Learning theory that supports online learning design
ENGAGEMENT ACTIVITY ONE | Productive Pedagogies
Productive Pedagogies Tool: Washing Dishes
REFLECTION
I found this particular engagement activity somewhat challenging as it made me think about the micro-processes involved in this particular (mundane) task. Once I had the sufficient number of steps involved, I then when about the 'fun' procedure of linking the various learning modes to the individual processes. This also made me aware of the many cross-overs that can occur, such as the Social Support in collecting the dishes from the dining table and transferring them to the kitchen for cleaning, the same social support may also be utilised in the rinsing and drying stage together with the returning to storage also mentioned in this step. There were other considerations, such as the links of Active Citizenship and Connectedness to the World, to take place within the step of filling the sink with the desired level of water in that water conservation would be a priority in some communities and in other cultures, they may not have a sink or regular access to running water. The Group Identity was also a link that would bolster many of the steps in that you would have to recognise if this was a culture that utilised cutlery to eat with, or perhaps used natural elements as a replacement to crockery and cookware, that perhaps wouldn't require washing up and would be disposed of after the meal was consumed or prepared. This task certainly gave a lot of insight into daily tasks that we, in the developed nations certainly take for granted and don't really appreciate the 'little' things like having access to running water and the access in that running water if it is heated for our consumption and (bathing) pleasure.
ENGAGEMENT ACTIVITY TWO | T.P.a.C.K
ABOVE | The T.P.A.C.K model.
:
:
At first when I was approaching this subject, I broke the acronym down into the ingredients in its construction and my personal views on each.
T | Technology
Examples of (but not limited to) digital devices such as iPods, iPads, Notebooks, PC's, Inter-active Whiteboards, Data Projectors, AV Equipment, Lighting, Computer-based programs (MS PowerPoint) and mobile technological 'apps',Internet access (hard-wire or WiFi), nor restrictive to more 'dated' equipment such as Over-Head Projectors and Slide-Projectors.
P | Pedagogy
The application of teaching practices to keep students engaged, interested and informed as well as maximise learning and skill retention.
A | And
The combination of the two aforementioned elements with the following:
C | Content
The 'cake' itself in the 'oven'. Ideally what is to be taught and defines the unit of work and topics to cover as well as the structure in which to follow (curriculum)
K | Knowledge
The transferal of skills and learning essentials to and from students. The healthy exchange of experiences, ideas in solo, or group discussion and conversations on specific topics to be covered within the units. Knowledge is also the understanding of the concepts involved in the acquisition of learning new information and skills and the application to real-life situations.
My Thoughts: The Concept of TPACK Framework
The application of pedagogical techniques to learning with the aid of technological devices to help 'get the message across' will also allow students to interact more with their own knowledge acquisition. By developing updated and forward-thinking methods of presentation to apply to older ideas of teaching, will assist in keeping the teachers more interested in developing more complex and diverse topics for students, giving them greater access to more knowledge and skills than the teachers themselves may not have had. This access to the technological devices will also greatly impact their personal lives and lives in the workforce as they will no doubt encounter on an immense scale.
Schools as educational establishments, however are limited to the financial constraints of their budgets and the communities in which the operate, subsequently some technologies may not be available to them, however awareness of these would certainly benefit. With greater (mobile) access to the online world, students are easily able to 'plug' into this universe of resources, entertainment and social mediums at any time of the day from anywhere they are able to connect. the 'plug and play' concept was first introduced years ago for peripheral devices such as computer keyboards and modems however now that gaming technology has evolved from PC to consoles to online, the evolution too continues in education.
The resources that available in physical format, such as print items (books, newspapers etc) are now available online in 'soft' copy formats via physical devices that provide access to these virtual resources. (PC's, notebooks tablets etc). Students are finding more and more about the world around them with the invention of the world-wide web and the integration of social media (Facebook, Twitter etc) allows them to connect to a wider audience and grasp new opinions and research findings at a simple click of a mouse or on some devices, a press of a button with a finger or stylus. It would be dumb of us as teachers to not incorporate these in our day-to-day operation. We are like a business and our product is knowledge. By not keeping up with our competitors (the wider community) we would be out-of-business and seen as irrelevant and out-of-touch
By scaffolding knowledge, content through learning via the medium of pedagogy, with added benefit of utilising current technology, we are enhancing the experiences of our students and allowing them to become more engaged, more aware and more interactive with their own learning. In that also we are also providing them knowledge on how to use such technological items (and incorporating some that they come into contact with at home and personally) coupled with skills and the understanding of such, will ultimately benefit their futures and those of the community.
I was somewhat struck by the quotation at the beginning of the reading material:
The important thing in science is not so much to obtain new facts
as to discover new ways of thinking about them.
Sir William Henry Bragg. (1965).
as to discover new ways of thinking about them.
Sir William Henry Bragg. (1965).
to which I adapted to my own:
"The important thing in knowledge is not so much to obtain new facts
as to discover new means of presenting it to a new generation with access to new technologies."
K. Brennan. (2013).
as to discover new means of presenting it to a new generation with access to new technologies."
K. Brennan. (2013).
ENGAGEMENT ACTIVITY THREE | Wiki's & Me
De Bono's Hats and Wiki Discussion | The Use of Mobile Phones in the Classroom
The Wiki discussion board that looks at the use of mobile phones in the classroom can be found here.
BLACK HAT: Judgement
What is wrong with this? | Why will this not work? | Is this safe? | Can this be done?
As a child of the 90's I grew up without mobile technology. The only access I had to a mobile phone, belonged to Mum or Dad and even then it was restrictive as to whom I could contact. It somewhat upset me to learn that when my younger cousins (who are 9 years younger than myself) were not only given a mobile phone as a birthday gift from their parents, but were able to have it with them at school - although tucked away in their pencil cases or school bag (I have a feeling school policy at the time dictated that they were permitted as long as not seen during classes). Nowadays I see every student, primary or secondary with at least a gleaming white iPhone or iPad in their hands and more often than not are taking them to school and texting friends across the room, instead of passing physical notes (as we once did when I was at school). I like to think of it as a distraction in which I agree with the statement, 'a source of disruption, delinquency and even crime.' (Ikeguchi, n.d.). It is evident when you walk into shopping centres and see how many people with their heads pointed downwards texting whilst walking, or far worse (and yes I'm sure we are all guilty of this from time to time) texting whilst driving. The Federal Government had to pass legislation banning the use of hand-help mobile devices whilst driving to make it law, and enable police officers to enforce this ruling that would have statistical and research backing into various causes for motor vehicle road accidents, however minor. I also agree with a few other's comments on this issue regarding the bullying perspective. It can open a non-verbal communicative dialogue between classmates to find other means to 'pick on' and degrade other students whom don't fit into the social network. This anti-social behaviour of having whole conversations via text can also ruins friendships by the non-verbal communication and often miscommunication and misinterpretation of SMS that may have been sent and received by offending parties. There is also the capability to 'tap into' the school’s Wi-Fi network and access Facebook Twitter and other social media and use this as a noticeboard for cyber bullying whilst in class. Again the options for access are limited and it should be the teacher's responsibility to enforce, maintain and ensure ALL students are treated equally, with respect, dignity and the common courtesy expected of students in a learning institution. That courtesy is paying attention to someone who is talking and or instructing a lesson etc. as well as actively participating in class, rather than being absorbed in the mobile device somehow that has grown attached to their palm yet was not present at their birth.
REFERENCES:
Ikeguchi, C. (n.d.) . Mobile Phones in the Classroom. [Abstract]. Japan: Tsukuba Gakuin University. Retrieved March 15th, 2013 from:http://www.iiis.org/CDs2008/CD2008SCI/EISTA2008/PapersPdf/E705MD.pdf
BLUE HAT: The Process
Where are we now? | What is the next step? | Where have we been? | What sort of thinking is needed?
Now we are at a new age of 'enlightenment, or as I like to think it. Where students are freely able to access the Internet from the palm of their hands. They are able to walk around in society, no longer afraid of the Bogey-man, but of friends 'de-friending' them on Facebook or other popular social media sites (incl apps). This world where they are able to 'google' at anything that can be strung together with a series of symbols encased by quotation (", ") marks. Books are no longer read, they can be downloaded. Library loans can be extended online and you can buy music from a virtual CD store (iTunes). The next step is to keep up with this freedom of information. The ability to keep pace with the world outside the classroom and also enjoy the freedom that comes with making mistakes inside this 'cocoon' that they are able to be learn from and experience in a safer environment, than by learning to drive, blind-folded down a one-way street. We need to, as educators, look to our students for knowledge in their interests, in their vocabulary and help them experience their world that we are all living in. We have come from the world of paper books, facsimiles, photocopiers, typewriters, blackboards and group discussions. Now we need to think about the future and living in it and not thinking about it, Beyond 2000 was over a decade ago...
GREEN HAT: Creativity
What new ideas are possible with this? | What is my suggestion for success? | Can I create something new? | Possibilities: Can we learn via mobile phones? | Can we enhance learning?
The possibilities are endless. From the ability to download music, videos, documentary excerpts, images, books and more. I'm somewhat envious of the opportunities students today have, that I didn't and I'm sure that my parents felt the same about my days during school. The are able to download information right there and then, in the palm of their hands, instead of having to walk to the library or nearest resource centre. Ideas can come in any form. From a new app, to blogs and interactive games that are easy to down-load or submit across websites that are mobile-device compatible. We could even encourage students who are studying IT as a subject to design an app that encourages learning in another subject as well as incorporating other elements such as music and or graphic design. Perhaps students could devise an app that could connect to a gaming device such as the Nintendo Wii or Sony Playstation allowing them to access interactive learning at home that could even incorporate younger siblings, even the parents! My suggestion to succeed in this new suite of possibilities is to make it engaging, interactive and appealing to younger generations that will encourage them to keep returning and learning. I'm not sure if I'm able to grasp the concepts that comes with app design and or website creation, but you know what, I'll learn! I believe that we can learn from our mobile phones. How often do we purchase a new one, then spend a few hours (or days) configuring settings and ringtones or even work out how to send a text or call? I often research information on my mobile, as it's easier than having to wait for my laptop to start-up or my iPad to turn itself on. My mobile is always on and connected. I've searched for shortbread recipes on the Good Taste app. I utilise Google Maps when looking for addresses. I take to Google when I'm needing the answer to a difficult question, and for that song I just heard on the radio... Shazam!. By enhancing learning using this technology, we are keeping our students up-to-date with what is out ther and where our ever-increasing fast-paced world is heading.
RED HAT: Feelings
How do I feel about this? | What do I like about the idea? | What don't I like about the idea?
My feelings towards the idea of utilising mobile phones is as such: great if they are able to be used in a controlled and managed environment for the purposes of information gathering, and transmission and not as 'pleasure or leisure' devices where students are distracted by interacting with apps and social media sites that they may encounter. If the teacher is able to monitor the use whilst in class they will then be able to gain trust, acceptance, knowledge and understanding of a virtual plethora of information, skills, training and experience enhancement that they can then apply to their own individual lives and understandings. By utilising the technology that they themselves are using, students can interact with lessons, and their own learning steps through school and subsequently into later life. I like the mobility of the access that mobile phones and mobile technology can provide. Being able to research while at break may then give them something to discuss and network about socially and apply any communication techniques they've been developing in class to practice. They could interact with social media via blogs and pod casts and record their reflections on assessment tasks or topic questions that they found difficult. Forums offer a great networking and communicative tool that students are also able to interact with and the teacher can easily manage content and perhaps offer guidance in the form of further questioning and reasoning examples. I don't like the ability to become distracted by other apps and websites that may act as 'pop-ups'. I know myself having researched for something think, 'hang on I'll just check FB while that page is loading' and become immersed in status updates and the rest. If its to be used in class, use it for class.
Positive points include: mobility; freedom to access information; endless opportunities for research; online and app options; technology is up-to-date; students better understand their technology; adaptable; skills basis increased; awareness of the world outside; networking opportunities; social interaction digitally; cohesive link to other school-based learning areas and many more.
This can be a successful venture if handled and managed correctly and confidently. Students are able to research on the run when in the car on their way to school or perhaps discussing classes at recess or even after-school activities that may also benefit from knowledge and skills learnt in school hours. An interactive means for students to access a wider variety and greater information resources that may also open up different options and ideas that they may not have considered for assessment tasks and future group discussions that may be incorporated into daily homework routines.
The implementation of this technological resource allows for a wider understanding and skills enhancement for all students across all year levels during the school journey. Teachers benefit from seeing the progress students are making on assessment tasks as well as daily and weekly group activities where applicable to the unit of study and the topics covered. Parents benefit knowing that their children's learning is supported by technology that they too can recognise and understand as well as keeping up-to-date and consistent with the modern world. However it must be monitored so that there are no negative side-effects and repercussions should this technology be used for other purposes during class or even out-of-class. I'm sure that with a greater awareness of the capabilities of such devices that we are able to maintain a healthy learning pattern in schools and encourage a greater diversity of cultural and social development and awareness, understanding and support because of the limitless access this can provide.
YELLOW HAT: Benefits
What are the good points? | Why can this be successful? | Why is this a good thing?
Positive points include: mobility; freedom to access information; endless opportunities for research; online and app options; technology is up-to-date; students better understand their technology; adaptable; skills basis increased; awareness of the world outside; networking opportunities; social interaction digitally; cohesive link to other school-based learning areas and many more.
This can be a successful venture if handled and managed correctly and confidently. Students are able to research on the run when in the car on their way to school or perhaps discussing classes at recess or even after-school activities that may also benefit from knowledge and skills learnt in school hours. An interactive means for students to access a wider variety and greater information resources that may also open up different options and ideas that they may not have considered for assessment tasks and future group discussions that may be incorporated into daily homework routines.
The implementation of this technological resource allows for a wider understanding and skills enhancement for all students across all year levels during the school journey. Teachers benefit from seeing the progress students are making on assessment tasks as well as daily and weekly group activities where applicable to the unit of study and the topics covered. Parents benefit knowing that their children's learning is supported by technology that they too can recognise and understand as well as keeping up-to-date and consistent with the modern world. However it must be monitored so that there are no negative side-effects and repercussions should this technology be used for other purposes during class or even out-of-class. I'm sure that with a greater awareness of the capabilities of such devices that we are able to maintain a healthy learning pattern in schools and encourage a greater diversity of cultural and social development and awareness, understanding and support because of the limitless access this can provide.
WHITE HAT: Information
What information do I have? | What are the facts? | What information do I need? | What do I want to know?
As a teacher we are unlimited by the information that we can research, utilise and put into practice, we are only limited by our lack of skill, understanding and concepts, much the same as our students. I find that the more we come to know and understand about the power that we can invest in mobile technology then the better off we will be ahead of the class instead of lagging behind wanting to teach the future.The fact that mobile technology is continually changing, updating, evolving. How many years ago did we have buttons on our keypads, now they have disappeared behind a glass barrier that contains sensors that transform the human sense of touch into electronic access through micro-chips to the Internet and the world around us. We can have facts delivered momentarily, at the click of a button be it computer mouse or otherwise. Keeping abreast of various technologies keeps us ahead of our students and current in the wider community. Nothing worse than taking your new model vehicle to an old-school mechanic who has no idea what to do with it. Training, understanding, skill and learning create knowledge and from that we can apply our own brand of pedagogy and assist our students in tackling the challenges of daily life and showing them real-time experiences through learning in the classroom. The only information you require is where to go to get what you're looking for. Discuss various themes and topics with peers via social networking sites, over coffee in the staff room or perhaps listen to a podcast yourself from the latest research offerings on YouTube. Your students are using this technology, why don't you? Keep relevant, keep clarity and keep focus as well as keep students engaged allowing them to make choices and seeing various options and benefits that come from decision-making. It in itself is a skill that is valuable and also allows wider experience through reflection and critical thinking. All you really want to know is that your students are enjoying the learning process, are understanding and grasping new skills and knowledge and also able to relate this information to the real world, that they will encounter and participate in as global citizens.REFLECTION
When I first approached this topic, I was somewhat over-whelmed by everyone's very thoughtful and in-depth comments, reflections and insights into this controversial topic. At first looking at the wiki page it was a mash of colour as individual comments ran into each other. I originally started to separate comments as to better understand each addition to the original topic at question, and trying to put on various 'hats' of reflection and critical thinking as well as my own interpretation of the topic. I did little research on this however it is a very broad subject to discuss and one that is relevant pertaining to our field of study. It also offered a chance to reflect on my own beliefs and ponder different aspects that perhaps I hadn't considered like looking at various information options available from these devices and what ideas I could form that may be applicable to learning and assist in knowledge 'harvesting' available for my future students. I also surprised myself in what ideas I came up with regarding the possibilities and applications that could allow students to develop their own forms of resources and I'm certainly going to consider these for my own projects within other courses I'm studying.
This method of discussion, being a wiki forum I believe is a combination of the ideals of Behaviourism (in regards to the nature of students having mobile access in class then assessing their patterns in class - are they disruptive and distracted or are they more interactive given technology they use, understand and can relate to?) that was reflected in the Red Hat (Feelings) and possibly some part Black Hat (Judgement) as this allows both sides to provide their thoughts on the topic; with Constructivism reflected in the Blue Hat (Process) and White Hat (Information) that was scaffolded with questions involving past present and future experiences (where have we been / where are we now / what is the next step), and information resource collection (what information have I got / do I need / want to know). These all created an opportunity to reflect on the experiences I had as a school student and now as an adult learner in a tertiary setting as well as what options might be available to school students today. Another theory that this discussion also involves is the idea of Connectivism. This learning theory is depicted through the scaffolded questions of the creative Green Hat. What possibilities are available, can we learn from such mobile technology and what suggestions would I have for success allow my thinking to look at the social aspect of the internet and other resources available to students across all levels (primary, secondary and tertiary) as well as what experiences might they themselves bring with their own lives in the subject area itself. With such questions relating to the benefits (Yellow Hat) offered by this resource technology I was able to then define my own Cognivist view of the topic. My own short-term (recent) use of this technology) to longer-term (past use and information that I had resourced previously and continue to apply adapt and reuse in various methods and forms) was assessed. By also looking at the positive perceptions offered by this technology at different year levels and thinking in a more open and accepting manner I was then able to gather my own thoughts further about the success options available to all students should this technology be able to be tapped into on a daily basis during school hours, even after hours. I know that at Res School # 1 there were a few fellow (tertiary) students who may have felt disconnected from the learning process, unengaged and somewhat bored by the experience, however they were then using their mobile devices to source other information pertaining to news, sport and social interaction outside of the lecture room. Our students will want to do the same and connect with the world around them rather than be canvassed out of it from 8:30am - 3:00pm with mild glimpses during recess breaks.
This particular style of scaffolded information gathering is a great resource for students to discuss, explore, and construct greater in-depth understanding about a topic and collaborate with their peers and experience healthy productive and constructive conversations. This will also build conversation skills through the sharing of knowledge, opinions and ideas about such topics that will then be able to be coupled with other topics to be discussed at other classes. With a social interaction occurring and the sharing of ideas, concepts, experiences, knowledge when mixed with diversity and cultural practices, students get an overall sense of the many factors in one subject area. This also allows them to take away these same ideas etc. that they themselves may not have thought of, or perhaps as detailed and given them new insights into their own experiences and prior knowledge. I know I certainly enjoyed the challenging experience and I can't that I've enjoyed such an experience before but I did find it stimulating devising various ideas on what possibilities there were as well as the benefits that would come from this concept of mobile phones being utilised in the classroom. I think it is definitely worth consideration if it hasn't already become policy in some schools.
Don't let technology evolve before education.
MY WIKI RESPONSE:
Do they distract or should teachers interact?
Approximately 10 years ago, I was a pupil of Burdekin Catholic High School. A foreword-thinking independent co-educational establishment, situated in a rural community of Ayr, North Queensland. This school allowed for the creative mind to flourish amidst the popular sporting achievements, and supported the arts through encouraging active participation in music (choir and stage band), drama with students participating in district eisteddfod and inter-school drama competitions, as well as allowing a private Speech & Drama tutor to establish her business within the school premises thus enabling an extra-curricular activity for students and the school's academic application to knowledge. This school received numerous accolades on its performance as a secondary educational institution both in the community and the state. Through active participation in other academic competitions such as the 'Tournament of the Minds',Lions Youth of the Year Quest, Apex Debating Competition, Rostrum Voice of Youth and various other community events that allowed students to be active participants, the school was perceived to be a member of the community not just a educational provider within. This certainly reflected in the student numbers enjoying giving the school a healthy enrollment each year.
This was of course a time before mobile telephone communication, well at least the earlier developments of such. It was very rare for a student to have their own laptop, their own access to a mobile telephone, if they did have access, more than likely it belonged to a parent or guardian. A laptop or at most, a desk-top computer was for the family to utilise. The Internet at that time was only accessible via a dial-up connection, with broadband only being spoken of and dreamt about. Referencing resources, meant simply going to the library and flicking through dusty pages of texts for your assessment task. Somehow I escaped that torturous task, compared to the reference lists that I now create for my university subjects. Now its all so simple. Click, flick, copy & paste. Of course there is the dreaded plagiarism check, where I once believed that teachers when marking our assessment reports would scourer for hours and hours, multiple pages of texts beside our own work, to see if we had copied and pasted directly without acknowledgement.
RETRIEVED FROM: http://krisb83.wikispaces.com/ICT+For+Learning+Design
TOPIC ONE: Learning Theories & E-Learning
Looking at various approaches to learning and how they make me the learner I am and how I as a teach would then develop apply to a classroom setting.
ENGAGEMENT ACTIVITY ONE | Learning Styles
THE RESULTS
From what I gather from the above online Learning Styles Test (Felder & Solomon, 1991), I can gather a few points of interest that I had perhaps already discovered about my approach to learning and the way in which I gather information and utilise these in my every day application.
The fist scale scale represents the learner as someone who is either Active or Reflective. It is clear to note that I am an active learner and I freely enjoy participation in group activities where general discussion and interaction can occur, allowing for a collaboration and flow of ideas between participants. I also retain information that I have received by doing something with it, applying it to everyday situations or even helping fellow students gain insight into tasks or knowledge. By the application of this knowledge or skill I am better able to understand the concepts, practices and ideas, as well as the information itself.
The variation between the learners who are Sensing and Intuitive is represented on the second scale. This somewhat sixth sense approach to learning where I seem to enjoy both learning the facts and also exploring the possibilities as well as getting to know my fellow colleagues. I also enjoy problem-solving using tried and tested means however I do enjoy innovation and creative methods applied to make these methods somewhat more interesting and refreshed. Felder & Solomon (1991) also suggest that I am patient with details and good at memorising facts and as I suspected enjoy more hands-on activities and applications, as well as grasping new concepts and ideas through real-life connections and practical approaches rather than routine calculative problem-solving.
For the third part of this questionnaire, my better judgement (or perhaps my intuitive nature) proved me correct in that I am a Visual learner in contrast to a Verbal learner.. In that aspect I retain information best when I review images, graphs, diagrams, demonstrations even film or television footage as I perceive these to relate to the wider experiences in life. I've also fond myself using highlighters and coloured tabs on pages throughout text books and notepads very useful visual aids whilst studying and retaining information.
Finally, by my own recognition, I follow steps to resolving a problem and find some complex situations rather difficult to solve, this would make me a Sequential learner, rather than a Global learner. This self-aware need to a structure of steps or sequences to follow to an outcome would certainly explain why I always commence my written work with the introduction then work may way through to the conclusion.
REFLECTION
Having only two options to select for each of the 44 questions this questionnaire posed, had me guessing the answer rather than 'hand on heart' providing a more honest record of my thoughts or beliefs. It did provide a good opportunity to reflect on each question and ask myself how I learn and how I approach learning as an individual, something that I had only ever thought of briefly and not in as much detail as this questionnaire provided. I certainly found it to be a useful tool in which I will reflect upon the results over the next few months of study.
APPLICATION & PRACTICE
The application of this in the classroom situation with myself as the teacher I would try to identify which students were more visual learners and participated more in group discussions and those who enjoyed reading and taking their time to resolve problems and complete tasks. By supporting students with similar learning dispositions as myself would be easy as I would relate those students with my particular learning style and pattern, however I would also need to explain in further detail, the desired outcomes to be presented or discovered and also devise methods to arrive at such outcomes in plain text for the students who are unlike me and prefer to work solely on written and verbal accounts of a particular problem or task that is presented.
The theoretical approach to information collection and presentation is something that I personally would need to adapt and work on. Implementing various forms of ICT devices incorporating the use of online graphs or abstract applications on iPads even my own self-devised presentations, I am also better able to connect to each student and their own experiences with these devices, some may or may not have individual access at home to these and would certainly benefit their personal insights into these. In utilising this method also, I could have students themselves come up with creative presentations to share the information with the class as a whole to help cross the barriers between each of the learning styles and help students better communicate amongst each other, as that too is an essential element of every day life.
By utilising profiling questions similar to those posed in the Felder & Solomon Questionnaire, I could assist students also become aware of their own learning styles, perhaps like me, something that had thought of but not essentially explored totally.
REFERENCES:
Felder R. M. & Solomon B. A. (1991). Index of Learning Styles Questionnaire (Online Questionnaire). Retrieved February 28th, 2013 from: http://www.engr.ncsu.edu/learningstyles/ilsweb.html
ENGAGEMENT ACTIVITY TWO | Multiple Intelligences
Birmingham Grid for Learning. Retrieved from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
This some what complex graph depicts my knowledge in various learning and skill-set areas covering from physical abilities to mental capabilities. This exercise in Multiple Intelligences was completed in the form of an online questionnaire with results calculated to show where certain areas of my own personal intelligences lie. As expected the results speak for themselves.
Kinaesthetic (Body) Smart
An enjoyment of sports including squash, tennis, swimming, running and gymnastics as well as time spent at the gym, certainly keep my mind active and body in a healthy physical condition. I also enjoy dancing from ballet, tap and modern / musical theatre (jazz) and salsa / Latin American styles.All this contribute to my kinaesthetical knowledge.
Linguistic (Word) Smart
This depiction shows that I have some skill and knowledge in linguistics. Whether that would be in the form of written or spoken literacy, could this also indicate my declarative knowledge and potential yearning for further study into Italian or perhaps venture into greater cultural influences and impacts on language in music and vocal techniques?
Logical (Number) Smart
Well this was at no surprise that was the lowest scoring on the graph. I'm not a mathematical genius however in day-to-day operation I can add, subtract, divide and multiply. Basic knowledge that was developed in school.
Interpersonal (Poeple) Smart
This piece of the graphical 'pie'depics my interpersonal relationships with people. Whether I engage in conversation daily or perhaps just intermittent contact as well as a possible outcome to the various community organisations that I am involved with and interact with weekly.It is suggested that I am 'good' at sharing... depends how much of chocolate block you really want...
Intrapersonal (Myself) Smart
Knowledge of my own self. who I am, where I came from, family, goals, relationships etc. My own strengths, weaknesses abilities and limitations.
Knowledge of my own self. who I am, where I came from, family, goals, relationships etc. My own strengths, weaknesses abilities and limitations.
"At my age, if I don't know myself by now... I'll keep learning until I do know" is probably a quote that I've made once or twice.
Musical (Music) Smart
Probably the stand-out piece. This tangent clearly depicts my knowledge about and passion for music. I had very little initiative into multiplication tables at school, until one day when Mum presented me with a (cassette) musical adaptation of the Times Tables. Needless to say I enjoyed the benefit of having easy, simple melodies and pleasant tonalities mixed with mathematical information, the combination then ensured maximum retention while I slept. I certainly enjoy driving around listening to music and or singing along to the radio... (getting caught out at the lights) then there is the frustration outlet through belting out a few tunes on the piano.
Visual (Picture) Smart
I enjoy drawing as well as appreciate the various forms of art, architecture and imagery in various forms as well as interpreting diagrams such as this. I also find that I really enjoy and also develop greater knowledge and understanding from watching various historical and informative documentaries and adaptive series of events and findings.
Naturalistic (Nature) Smart
I grew up with a German Shepard, had various types of fish as pets,enjoyed gardening and visiting the family's farm and beach-house. As an adult have had cats, then a Siamese fighter fish and a cockatiel as pets, often find myself alone on a beach wading through water at dusk or basking in the sunshine amid the sand dunes. This could be a sign that I'm naturalistic smart. The interest in natural elements from animals to plants and other elements is also part of the Australian way of life, particularly for a boy growing up in a rural North Queensland coastal community.
REFERENCES
Maud, J. (2013). Multiple Intelligences Test (Online Questionnaire). Retrieved February 28th, 2013 from: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/index.htm
ENGAGEMENT ACTIVITY THREE | Reflection on Prensky's Idea
Know your Learner: Distract the Distraction
Know your Learner: Distract the Distraction
So you've got an email from your colleague, do you print it out and put it on the break-room notice board, or do you simply forward it on so other colleagues can share in the laughs as they continue their working day? If you chose to print it, According to Prensky, you are of the Digital Immigrant age, those of us (like me) who grew up using a pencil and enjoyed seeing the substitute teacher try and memorise all the students names, and then make that squeak sound on the blackboard when they were writing up the lesson plan for that day, provided by the regular teacher, who for some reason decided to have a 'mental health day'. This new breed of students, the Digital Natives, are somewhat omnipotent in their approach to technology. They understand its global appeal; they seem to seamlessly know how to operate various sets of devices, sometimes simultaneously; and enjoy using a different vocabulary than that of their parents. They have ultimately developed a new linguistically-diverse culture amongst themselves through the use of these new and fast-developing technologies.This generation of students may often be referred to as the Y Generation. They have their own Y-Gen language, I've often heard it at the shopping centres and Woolworth's, the "Y can't I have it now", the "Y can't I do that at home?" and my favourite, "Y do I have to go to school when I know I won't learn anything!" The problem that Prensky presents is that students are what I assume, looking to be distracted from their distractions, so they can engage in classroom activities that keep them interested.
"In my day..."
I know, I know its the same old story isn't it? I didn't receive my first (hand-me-down) mobile phone until I was moving away from home at 19, to study at Uni. This was so my parents could 'keep in touch' or as I would later find out its real context, Mum's panic button. MySpace was something fresh but soon to be overtaken by the phenomenon that was Facebook. Now, this new method of friend-ing people, Facebook was only developed in what I think 2006? But I didnt' get my own profile page until 2009 perhaps... seems like it has been around forever! Then there is this current trend to tweet everything. Well I have an account that I log into maybe once a month and tweet a thought. Apparently, I heard on Channel Seven's popular breakfast program, Sunrise, Kim Kardashian gets paid US $25,000.00 to Tweet...anything! [At this point I wonder if I can scrape a single dollar per tweet I've posted in the last 6 months...? Anyone?]
Now all of a sudden, I blog...What the...? It definitely shows that I have to Keep Up With the Kardashian's now as well... I wonder how the Jone's are going?
Kids (and by kids, I mean school-aged students) today are on the hunt for something different from FB and Twitter. I heard it as recently as this week, when I was adjudicating for an inter-high school debate , that the next trend may be on its way. 'I'm going to delete my Facebook profile' said one teen, another responded with, 'does that mean we won't be friends anymore?' This example clearly shows that the fibre that once used to connect our relationships by means of proper face-to-face communication and interaction has been replaced with optical fibre and wireless inter-faces that we can't see but surely its like a great big spider's web that we, as members of the community, are all entrapped in.
Marc Prensky also notes in his article, Engage Me or Enrage Me (2005), that there are three types of students, those (few) wanting to engage and participate in class, the second example of the students who are looking for relevance in the knowledge that they are being supplied and the direct relevance to their outside lives and the third of who are enjoying the distraction of an app on their iPhone or the latest sports result in the middle of class, something that I also happened to see amongst fellow tertiary post-grad students as the recent Residential School. (tsk, tsk).
[Perhaps something our own lecturers could look at in their pedagogical technique and application for Res School 2]
To keep our students engaged in class and from becoming enraged and frustrated, perhaps look at new methods to old techniques. Its like a cake, but upside down! Current music and movies are one way to keep the active mind active. Perhaps introducing a lesson around a popular character or have them attempt creative writing for a film version of a video clip they've seen on YouTube. Maybe incorporate a presentation that enables students to interact with the questions and selecting various answers takes them on different tangents to a different outcome and they can see various situations that may be related to life-experiences that perhaps allows them to make mistakes int eh classroom, that will prevent the more serious consequences in the real world. We are as educators looking to prepare our community with new citizens who are knowledgeable, informed and able to be confident in their abilities and constructive in their approach to society. If we offer deconstructive behaviour and learning, through the use of these new technologies and devices, aren't we looking at building a mud hut for the community to depend on when its raining?
Now all of a sudden, I blog...What the...? It definitely shows that I have to Keep Up With the Kardashian's now as well... I wonder how the Jone's are going?
Kids (and by kids, I mean school-aged students) today are on the hunt for something different from FB and Twitter. I heard it as recently as this week, when I was adjudicating for an inter-high school debate , that the next trend may be on its way. 'I'm going to delete my Facebook profile' said one teen, another responded with, 'does that mean we won't be friends anymore?' This example clearly shows that the fibre that once used to connect our relationships by means of proper face-to-face communication and interaction has been replaced with optical fibre and wireless inter-faces that we can't see but surely its like a great big spider's web that we, as members of the community, are all entrapped in.
Marc Prensky also notes in his article, Engage Me or Enrage Me (2005), that there are three types of students, those (few) wanting to engage and participate in class, the second example of the students who are looking for relevance in the knowledge that they are being supplied and the direct relevance to their outside lives and the third of who are enjoying the distraction of an app on their iPhone or the latest sports result in the middle of class, something that I also happened to see amongst fellow tertiary post-grad students as the recent Residential School. (tsk, tsk).
[Perhaps something our own lecturers could look at in their pedagogical technique and application for Res School 2]
To keep our students engaged in class and from becoming enraged and frustrated, perhaps look at new methods to old techniques. Its like a cake, but upside down! Current music and movies are one way to keep the active mind active. Perhaps introducing a lesson around a popular character or have them attempt creative writing for a film version of a video clip they've seen on YouTube. Maybe incorporate a presentation that enables students to interact with the questions and selecting various answers takes them on different tangents to a different outcome and they can see various situations that may be related to life-experiences that perhaps allows them to make mistakes int eh classroom, that will prevent the more serious consequences in the real world. We are as educators looking to prepare our community with new citizens who are knowledgeable, informed and able to be confident in their abilities and constructive in their approach to society. If we offer deconstructive behaviour and learning, through the use of these new technologies and devices, aren't we looking at building a mud hut for the community to depend on when its raining?
We need to develop future learning, not just learning for the future. Not for us, for them.
REFERENCES
Prensky, M. (2001). Digital Natives, Digital Immigrants In On the Horizon. (Volume 9, Number 5). MCB University Press. Retrieved March 5th, 2013 from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prensky, M. (2005). Engage Me, or Enrage Me: What Today's Learner's Demand. Educause Review (September / October Edition) (Onlie Article) Retrieved March 5th, 2013 from: http://www.educause.edu/ir/library/pdf/erm0553.pdf
All images available on Google. www.images.google.comPrensky, M. (2005). Engage Me, or Enrage Me: What Today's Learner's Demand. Educause Review (September / October Edition) (Onlie Article) Retrieved March 5th, 2013 from: http://www.educause.edu/ir/library/pdf/erm0553.pdf
ENGAGEMENT ACTIVITY FOUR | Reflection on Connectivism
Brain-storming tool available from: www.bubbl.us
When the opportunity came to utilise online brain-storming software, such as that offered on bubbl.us I certainly enjoyed the process in quickly and precisely offering my thoughts on the topic of pedagogy. I understand that there are many more points that I could have made about each and every single item on there but I'm limited for time at the moment as I have more to explore with this course. Who knows, maybe it’s a project that I can keep growing as my knowledge and experiences as a Pre-Service Teacher continue.
At first I was a little daunted by this very broad topic and I thought, perhaps I should have chosen one of my secondary KLA's or even another topic that I haven't formally studied, such as Ancient History but have a keen interest in. I found it somewhat therapeutic to just click (and or CTL+ENTER) and add a new idea or thought to the ever-growing web of terminology that I was creating. Before I knew it, the page was filling up 5 circles out from the centre and I was enjoying the procedure of adding and manoeuvring the bubbles of thought around on the screen. Being so highly interactive, it would definitely be a resource for my classroom pedagogical study and group interaction. I guess my reflection about this optional exercise is about the process in creating the mind-map. I was able to let ideas flow freely, no time or commitment pressures involved only my thoughts and what I believed to be essential essences to pedagogy not just the basic key ingredients.
Learning Theory: Memory & The Ism's
Reviewing all the information provided, the video clips and the extended reading material, I have come to the reflective conclusion that learning whether by behaviourism, cognitivism, or even connectivism. It’s the application to engage the student and provide the necessary skills to maximise the learning environment so that at the end of each lesson or class, they are gaining the knowledge and skills necessary for future life and the basic human need for understanding,
Each theory to me would serve a different purpose, depending on the classroom environment, the students’ individual interests and topics to be presented as you could apply all or different pedagogical methods to ensure students were maximising their learning potential and engaged in the subject as a whole.
Behaviourism to me would be rote in style in that you are able to commend the student/s on their discipline and application to the task and reward them for their efforts suitably. This theory provides the ability for praise to be granted with a gradual step-back from this application would also result in the student no-longer reliant on such parse and commending themselves on the quality and accuracy of their work. I deliberate that there may be a negative side-effect to this methodology however, that the student may come to conflict later on where other teachers and or future employers may not utilise this method of learning and subsequently the student therefore is only able to learn solely on the basis of positive feedback and perhaps react in a less positive way to negative feedback or criticism that may be offered constructively and taken in a more deconstructive interpretation leading to a less than desirable lack for further learning and knowledge application.
My thoughts on the theories of Cognitivism as presented, are something that I can relate to as a musician and performer. We (actors/singers/dancers/musicians) have to develop skills necessary to quickly learn new movement, dialogue and or vocal (song) lines for a performance, of which may need to be adapted depending on the performance space and or fellow cast limitations. Using the senses, sight, sound, touch etc we would then define which part of our body would be interacting with this. Movement, may incorporate whole physical body; acting would engage the physical body plus vocal mechanism as required (spoken dialogue); or perhaps singing and dancing together which involves whole body application and vocal (spoken and sung dialogue); a musician may require aural skills to ensure correct tonality, beat, etc as well as the physicality involved in playing an instrument, and sometimes they may not be seated thus requiring more physical activity than perhaps realised. This knowledge, whether directly provided to the individual or the group as a whole can be utilised straight away and rehearsed to find any possible flaws or errors in that particular direction that was given. If there were to be flaws, it could be modified and adapted to suit the situation. This first bank of knowledge would be temporarily stored as a working file and then discarded as such, or perhaps rehearsed and then remoulded to suit the physical capabilities of the individual or perhaps to the cast as a cohesive unit. This is then applied to performance and subsequently becoming routine.
The final theory on Connectivism involves utilising networks and various sources of information. I find this can present some flaws in that you are reliant on other’s opinions of subjects, that they themselves may not have a clear and precise understanding of, however grasp the concepts. I do however appreciate that as the educator you are there to act also as a guide and resource also ensuring that they have obtained the most accurate and wide-ranging source material available and encouraging interpersonal relationship skills necessary for the outside world. There is definitely a positive to this style of learning. I use it often when engaging in a new activity or new educational purpose. I also find it quite challenging to ensure that you have made the right connections that will ultimately assist in your project however in finding sources that may not be relevant or perhaps invalid to your chosen topic that you are researching. Again that comes to evaluation of the resources and the information that has been received and making informed decisions about the journey in which you are directing your student to follow and gain the most from the exercise. I certainly enjoyed the video clip and that certainly assisted my understanding of the theory itself and I did find it somewhat unconventional at first and could have been somewhat pessimistic about the outcomes that it would achieve, however after reviewing that, I would certainly benefit by utilising this for my assessment tasks this term across all courses.
REFERENCES
Mind Mapping Interactive Online Tool (Online Program). Retrieved March 7th, 2013 from: http://www.bubbl.us
As always when I peruse through your blog, I find I am struck with my own revelations as a result of your reflections and explanations of ideas. In particular, today I was focusing on your approach to the wiki-form activity. I love your summing up idea/warning, to not let technology evolve before education. To all of your thoughts and reasonings, I add only one thing (which I like to think builds on your final notion), "don't use ICT's just for the sake of them, use them because they engage your audience and because they enrich the learning process".
ReplyDeleteI would have to agree with Nicholas. I enjoyed reading this post and you made me think of things that I had not thought about, in particular with the use of mobile phones and Wikis. Your writing is so alive that reading your blog is like sitting on your shoulder watching you work with these technologies.
ReplyDeleteKeep up the blogging!