Reflective Synopsis...or is this just the beginning?

As a somewhat digital immigrant (Prensky, 2001) who has embarked on this seemingly overwhelming learning journey which has required me to engage with a vast array of learning technologies, I now feel somewhat more of a ‘native’ in terms of interacting with and implementing a number of these prescribed e-learning tools.

I am currently undertaking my internship and as such, I was able to implement a number of these technologies into my learning design. This allowed me to see first-hand the application and adoption of these tools in an authentic classroom setting. The prescribed technologies that I have engaged with and embedded into my pedagogy that appeared to be the most effective included: ClassMarker and PowerPoint in terms of interactive quizzes, digital story telling, PowerPoint, YouTube, music, Media Fire and Slide Share. I have elected these learning tools as the most effective so far, only because I have seen the benefits first-hand in doing so. However, next year when I am in charge of my own group of learners, I most certainly intend to further experiment with these technologies particularly student-centred wikis and WebQuests.

In order to reap the full learning benefits offered by such technologies, I would aim to incorporate them into my learning design in accordance with Oliver’s ICT Learning Design Model. Oliver’s model (1999) fits in tightly with Marzano and Pickering’s (1997) Dimension of Learning 3: Extend and Refine Knowledge which is focused on developing students’ higher-order thinking skills. Oliver (1999) claims that when embedding ICTs into learning design, the pedagogy/activity should focus on real-world tasks that require the student to undertake some form of problem-based learning.

My current experience within the schooling system tells me that developing students’ higher-order thinking skills is a major issue that needs to be addressed if we are to produce critically-minded, capable and lifelong learners. Therefore, in order for me to develop these higher-order thinking skills in my learners, I need to be structuring ICT-based learning tasks around these models.

I am a predominantly face-to-face learner who likes to physically interact with a learning environment (paper, pen, people, and resources) and therefore, this concept of e-learning/blogging appeared quite daunting. I was somewhat apprehensive in approaching this task, however, I quickly learnt that I was not alone in my learning journey and had various opportunities available to me when seeking online support. This came in the form of online conversations with my lecturer (via email) and my peers (blog comments, email, discussion forums). It was refreshing to know that I was not alone on my journey as many obstacles that I faced were verbalised in the discussion forums.

My colleague's blog which I have engaged with throughout this course include:

Kelly’s: A work in (learning) progress (http://kellyojournal.blogspot.com/2009/08/wikis.html#comments),

Chenoa’s Journey (https://www.blogger.com/comment.g?blogID=1906012510197685445&postID=3884920678049559620),

Amanda’s eLearning Blog Spot (http://amandawischusen.blogspot.com/2009/08/you-tube.html#comments),

Tony Middleton’s Welcome to my learning journey (http://tonytalk68.blogspot.com/2009/08/voicethread.html#comments),

Nari’s E-Learning Journey (http://narise-learningjourney.blogspot.com/2009/08/using-music-on-web-incompetech.html#comments)

Tanya (http://tanya-learning.blogspot.com/2009/08/slide-share.html?showComment=1250836344783#c8822557667990088941),

Jill’s E Learning (http://jillie89.blogspot.com/2009/08/integrating-technology-higher-order.html?showComment=1250836576734#c8026155705393956464)

My philosophy on e-learning technologies after undertaking this journey, recognises that no individual-learning tool can be deemed more effective than the others in terms of achieving improved learner outcomes. In order to reap the full benefits of the advantages offered by each technology, I would firstly assess my learners’ different learning styles according to Felder and Soloman’s (2009) Learning Style Quiz. I would then design my ICT-based learning experiences around these styles so as to better meet the needs of my learners. I would seek to incorporate a multi-modal approach which allows students to engage with a variety of the prescribed technologies. By adopting a multi-modal approach to ICT use in the classroom, it will harvest more significant rewards in terms of learner engagement and outcomes (Stansbury, 2008).

Overall, this has been a challenging yet positive learning experience and I look forward to putting into practice many of these e-learning technologies and conversing with some of you down the track in the teaching world. Who knows, one day I may be able to call myself a digital native :)

Signing off

Hannah

References:
Felder, R & Soloman, S 2009, Index of Learning Styles (ILS), viewed 20 August 2009, http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Marzano, R & Pickering, D 1997, Dimensions of learning: Teacher's manual (2nd ed.), Aurora, Colorado: McRel.

Prensky, M 2001, Digital Native, Digital Immigrants, viewed 20 August 2009,

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.

Students advertising their school...via Digital Storytelling

Digital Storytelling is a highly engaging student-centred technology that I can say from first-hand experience is a great way to engage learners. I have previously taught this technology as part of a Year 10 Software subject on a previous practicum placement. We used Windows Photo Story throughout the duration of the term as students had to create their own story using digital media technologies. For this technology to be effective, it must be used in a context where the learning of the ICT learning tool (Photo Story) is firstly modelled to the students (scaffolded) who can then go ahead and use this technology in their own learning tasks (individual assessment item).

In terms of using digital storytelling with my students, I would again use it in the context of a year 9 or 10 Software course as the students need a sound understanding of media technologies (manipulating sound and video technologies) in order to complete the task in the given time frame (one term). It is so imperative that this technology of digital storytelling is effectively modelled to the students prior to them commencing their learning journeys with the tool. However, like any technology, learners learn best when they are engaging with the technology first-hand and so sufficient time needs to be allocated to allowing them to do this.

Students would be required to design and develop an advertisement for their school which would form the focus of the digital story and would subsequently be recognised as their cumulative learning task. Students would be allowed access to a number of photos and logos as contained on the school’s common drive which would assist students to tell their story. Furthermore, to more fully adhere to the syllabus requirements, students would have to make a mini promo video (in small groups) which would advertise the school’s features to potential students. Sound effects, images, videos and words would be expected to be used when undertaking the task.

The San Fernando Education Technology Team website offers a variety of storyboards which I will most certainly refer when designing future learning experiences.

Reference:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Student-centred technology-Flickr

The following is a synopsis of my Flickr learning design used in the context of a Year 10 Geography Studies class.

In order to maximise the learning opportunities offered by Flickr, I would imbed this activity as part of the previously proposed unit of work for the Year 10 Geography Studies class (refer to Student-centred technology: Wikis). As part of their assessment, the small groups of learners would be required to upload several photos taken on their field trip to Flickr.
Using Flickr, students may then wish to edit these images highlighting necessary elements/ cropping the image so that the main focus is better conveyed (i.e. erosion of the coastal sand dunes due to humans running down them).

The groups would then have to insert this image onto their wiki sites where they would conduct a brief discussion as to what human impacts are evidenced in this photo and some possible reasons as to why these impacts occurred (i.e. rubbish on the beach may be due to humans directly littering on the beach or it has been swept there by the ocean). Therefore, using Flickr in this context conforms to Oliver’s Learning Design Theory (1999) as the learning resource (Flickr) plays a central role/tightly fits in with the learning task (assessment item: wiki).

Reference:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

To Facebook or not to Facebook?

MySpace, Facebook, MSN Messenger, Twitter, the list goes on! Social networking has taken the world (particularly the teenage world) by storm in the past few years however, with it has came the imminent issue of cyber bullying.

According to BBC (2007), the news corporation iterates that social networking sites such as Facebook and MySpace expose users to high risks of cyber bullying, with around 39% of social network users being bullied in some way.

I know first-hand that most of my learners engage with these sites on a regular basis and even worse that some students have experienced cyber bullying as a result. In terms of social networking and the issue of cyber bullying, I would use this technology as a tool to teach students about how to interact online in a healthy, alert and conscious manner. Such an activity could be a particularly effective and worthwhile if used in the context of a Personal Development Education (PDE) subject where students can explore the ethics of social networking in a safe and supportive environment.

By doing this, it conforms to Kearsley and Shneiderman’s Engagement Theory (1999) as the learning task provides clear links to real-life contexts as many of the students regularly engage with this particular technology and need to be educated in terms of the ethics and netiquette surrounding such usage.

References:
BBC 2007, Cyber bullying gathers pace in US, viewed 19 August 2009, http://news.bbc.co.uk/2/hi/technology/6245798.stm.

Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Student-centred technology-Wikis

The following is my rationale and design for a unit of work that I would incorporate group-based blogging into. Take a look and tell me what you think, it is only very rough so I do apologise :)

Year 10 Geography Studies
Unit of Work (Rough draft)

Year group:
Year 10 Geography Studies
Unit:
Effects of Humans on the natural environment
Focus:
Impact of humans on beaches and waterways
Culminating task:
Students form groups of 3-4 and develop their own class-based Wiki site. Their Wiki will be based on the field trip undertaken in week 4 to the local Farnborough Beach where they will examine the impacts of humans on this natural environment. Students will have to evidence their investigations on their wiki which will include uploading photographs, maps, students’ recognition of human impact on the environment, conversations with their classmates and recommendations made to Yeppoon’s Council as to what steps it could take to minimise these impacts.
Field trip:
One day will be allocated to this group travelling down to Yeppoon’s Farnborough Beach where they will examine the impacts that humans have had on the natural coastal environment. Students will be given a field trip booklet which requires them to draw maps and scenery where human impact is evident, take photographs of the human impact (sand dune warning signs, housing right on the coastline, litter, fishing etc.).

Week/Activity/Submissions

Week 1
Introduction to the concept of human impact on natural environments.
Introduction to wikis-model the process of how to create a wiki to students
Homework activities

Weeks 2-3
Continuation of the impacts that humans have on natural environments, look at national and international case studies, build on students’ declarative knowledge (terms, concepts, definitions).
Students start to engage with wiki technology and design their own wiki page (in their assessment groups of 3-4)
Students have to be able to demonstrate their procedural knowledge as they create their own wiki site and learn how to comment on their peers’ sites.

Week 4
Field trip preparations (field trip booklets) and undertaking the field trip (1 day).
Students need to have started to read through their field trip booklet and have developed their own group-based wiki site by now.

Week 5-10
Students work on this culminating task-blogging about their investigations, uploading images, maps, recommending steps to the Yeppoon Council, collaborating with peers about their work/findings/ learning journey/images etc.
Be working on their class-based blogs, collaborating effectively with their peers and submitting their blogs for assessment/marking

By incorporating this student-centred technology into my pedagogy in this manner, it is conforming to the principles outlined in the Engagement Theory. Kearsley and Shneiderman (1999) iterate that in order to maximise learning opportunities, pedagogy must emphasise a collaborative, project-based and authentic (real-life) focus.
This unit of work (while very broad) conforms to this notion, as students are required to work in groups to populate a wiki site, have to collaborate with their own group members and their classmate’s blogs, work on a project that forms the culminating task for the term and holds a real-life focus as the students see the impacts first-hand that humans can have on a natural environment (field trip).

Reference:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Student-centred PowerPoints

By embedding buttons into a PowerPoint, it offers an entirely new dimension to the traditional presentation. After taking the PowerPoint Quiz I was able to employ the use of buttons in a PowerPoint, which essentially enables the user to actively engage with the content. I perceive this to be a much more effective alternative to the traditional "stand up in front of the class and deliver a presentation" in the sense that learners are using more than just their eyes and ears-they are given the change to work through the activity at their own pace. In the case of my proposed learning activity, students have to recognise their mistakes and take relevant corrective action on the following attempt.


Here is the link to my PowerPoint which I have designed for my Year 9 Business Education class. I have designed it as a theory revision quiz that requires students to select the correct answer before being allowed to move on to the next question via buttons. Have a look and let me know what you think! It is only very short and I will add more slides to it for the actual revision in a few weeks time. Here is the link: http://www.mediafire.com/?sharekey=9ab3d16ca55fd01767cd7f7bd65f7eefe04e75f6e8ebb871

PowerPoint quizzes conform to Kearsley & Shneiderman's Engagement Theory (1999) as the technology requires students to actively engage with the tool in order to participate in the learning sequence (revision quiz). Furthermore, students could develop their own PPT quiz and they could use it to test their peers in order to foster a more collaborative learning environment that better fits the mould of this theory.

References:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Role reversal: students writing their own revision quiz??

After using ClassMarker previously with a group of current learners and experiencing much success, I would most certainly use this tool again however this time as a student-centred technology.

I would do this according to Marzano & Pickering’s (1997) Dimensions of Learning framework with a targeted focus on developing/transferring students’ declarative knowledge to procedural knowledge/skills. I would achieve this by using the software with a group of senior learners as they are more likely to embrace the technology/process more quickly and implement it at a faster rate than their junior counterparts (as time gets very tight by the last 2 weeks of term!).

My Year 12 Geography students (only 10 of them) would do this in week 8/9 (revision week) where they firstly design and then develop/implement their own knowledge-based quiz on Sustaining Biodiversity. A single lesson would be spent modelling the technology to the students on how to create their own quiz and the remainder of the week would be left to the students to write up their questions and suitable answers, implement their quiz and assessing their peer’s knowledge.

This testing system is effective to use for this theory-based assessment however, it would be unsuitable for a higher-order thinking assessment item such as a short-response/response to stimulus test due to the types of answers allowed on the quizzes. This student-centred tool incorporates elements from Oliver’s Learning Design Theory (1999) as the technology (ClassMarker) is used as an ICT learning resource that plays a clear and purposeful role in facilitating the students’ learning in the context of a collaborative learning environment.

References:

Marzano, R & Pickering, D 1997, Dimensions of learning: Teacher's manual (2nd ed.), Aurora, Colorado: McRel.

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Student-centred technology-More Blogs!

Due to the insufficient time available for the requirements of this task (I’m on my internship), the following contains a brief synopsis of how I would incorporate blogs into my learning design.

The learning context would be my Year 11 Study of Religion class and the current unit of study is concerned with Morality and Ethics with a focus on popular ethical frameworks. As part of the students’ assessment for this unit, students have to analyse a variety of well-known ethical frameworks and apply them to contemporary ethical issues.
As this unit is largely based on what students think of the ethical frameworks in terms of their practicality in Australian society, I would set them a 10-15 minute reflection at the end of each lesson (which are usually conducted in a computer lab anyway) where they have to answer 2-3 questions in regards to the content covered that lesson. Students will use this time to generate their responses and post it to their blog. For example, in terms of looking at the Utilitarianism framework, students must decide whether or not they agree with the concept of serving the ‘greatest good for the greatest number’.

This activity would prove a suitable alternative to the typical class discussions usually conducted during these lessons, as the discussions can sometimes veer off-track and get become quite heated. By asking students to post their thoughts to a closed-network blog (which only their classmates can view), it is encouraging collaboration in a positive manner and eliminating much of the behaviour management strategies usually associated with trying to manage contentious class discussions. I would closely monitor these blogs and pick out any notable ideas/comments put forward during the start of each lesson to use positive reinforcement.

This learning design fits in with Kearsley & Shneiderman’s Active Engagement Theory (1999), as the task requires a collaborative focus (students reading and commenting on each other’s posts) and is project-based (closely linked with their assessment task-their blogging will not however be assessable).

Reference:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Voice Threads...Brisbane Sustainability

I have again engaged with this technology and identified as to how I would use it in my teaching, specific to my current group of learners: Year 11 Geography (EPL 5). I have uploaded my slide show “Brisbane Sustainability” to Voice Thread which I then intend to use in either week 7 or 8 with my 11 Geography class to consolidate the unit “Sustaining Communities”. The presentation is simply images of Brisbane that depict topics covered throughout the unit: urban sprawl, urban decay, CBD, infrastructure and megacity.

I intend on using Voice Thread with these learners in terms of allowing them access to this technology and slide show, look at each image for several minutes and then start to comment with each other (via the tool) on what they believe the image is conveying and the social, economic and ecological issues associated with each image. By students evaluating the images in terms of these key issues (social, environmental and economic) it is meeting the requirement of the Senior Geography Syllabus (Queensland Studies Authority, 2007).

This delivery technology used in the context of this particular learning experience, conforms to Oliver's Learning Design Model (1999). This is evident in the sense that adequate scaffolding or the learning of knowledge throughout the term has equipped students with a solid understanding of these terms/concepts, so that when it comes to applying this knowledge via the ICT (Voice Thread), they can successfully do so.

References:

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Queensland Studies Authority 2007, Senior Syllabus: Geography 2007, viewed 20 August 2009, www.qsa.qld.edu.au.

WebQuest-a-thon!

According to March (2003, p. 1) WebQuests are “an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet”. From my learning and engagement associated with the WebQuest e-learning technology, it is an extremely beneficial activity if implemented correctly.

To do this however, it involves significant planning, development, creative pedagogical design and continual access to web-based technologies (computers, internet). In order to reap the full benefits of a WebQuest, I would develop a quest that focused on a loose, problem-based activity that formed the culminating (formative assessment) task for the unit. This would form an effective alternative to the traditional research-based assignment which the students would usually undertake as part of the curriculum requirements for this unit.

I would most likely do this in a context of my current Year 12 Geography class which focuses on the unit Sustaining Communities-Responding to Climate Change:
· Small group of learners (work in pairs)
· The unit is on Climate Change and the summative assessment task focuses on alternative green technologies.
· Students would have to take on the role of an Australian government official who has to decide on a particular green technology that should be given funding to help reduce the impacts of global warming.
· Students have to choose between wind, solar, nuclear, coal and biomass technologies, research it via the web and assess the benefits and drawbacks of choosing that particular energy source.
· Present their technology via either a collaborative class blog where students comment on their peer’s proposed technologies.

By implementing the tool in this context, it conforms to Kearsley & Shneiderman’s Active Engagement Theory (1999) as the task is problem or project-based, occurs in an authentic (real-life) context and requires collaboration amongst peers.
WebQuests strongly align with Oliver’s Learning Design Theory (1999) as WebQuests are used to scaffold the students’ learning journey via the provision of appropriate resources offered on the internet.

In the case of the proposed Year 12 Geography learning task, it conforms to Oliver’s theory as the students have to engage with a variety of web-based resources in order to propose solutions to the identified problem (the effects of climate change in Australia).
Even though there is a detailed process involved in the planning and implementation of WebQuests, there are many existing quests offered free on the web for teachers wishing to use this technology. WebQuest.org is a great site to search for existing quests that you could use or adapt to suit your learning design. Follow this link to access the site: http://webquest.org/search/index.php.

References:
Kearsley, G & Shneiderman, M 1999, Engagement Theory: A framework for technology-based teaching and learning, viewed 9 August 2009, http://home.sprynet.com/~gkearsley/engage.htm.

March, T 2003, The Learning Power of WebQuests, viewed 17 August 2009, http://tommarch.com/writings/wq_power.php.

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Hands-up for more free e-learning resources! Podcasting

I am continually being asked throughout my lessons if students are allowed to listen to their iPods while they complete certain tasks. Whilst I am aware of the different learning styles apparent within my learner groups and that some students learn better by listening to music, I am always a little hesitant at allowing students to listen to their iPods while undertaking these tasks.

Podcasting on the other hand offers a completely new perspective on integrating iPods into classroom pedagogy. My understanding of podcasting is encompasses an individual being able to download a media file (audio, video) from a podcasting server (iTunes) who then transfers this file to an MP3 player or computer (Wikipedia, 2009).

This ICT tool may prove particularly useful with a junior group of learners who are continually engaging with this technology. Some immediate problems I can see with this tool include:
· is that not every student owns an MP3 player,
· it would be difficult in terms of uploading the files to students’ individual iPods
· this tool could only be used for a short 10-15 minute activity (which involves considerable planning, coordination and effort for one short activity that incorporates this tool)

I would personally incorporate the podcasting e-learning tool into the initial stage of the learning design when conveying a new idea/topic/concept to the learners as it provides a more exciting learning medium than a worksheet or textbook would when teaching a new concept. This idea fits in with Oliver’s ICT Learning Design theory which articulates that when incorporating an e-learning technology into pedagogy, it should clearly fit in with the learning design sequence and be a meaningful part of the learning experience (Oliver, 1999).

References:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.
Wikipedia 2009, Podcast, viewed 14 August 2009, http://en.wikipedia.org/wiki/Podcast.

Music and Lyrics

Music is a powerful tool to use as part of your teaching as it relates to students’ interests and provides a different learning medium. The song that I have downloaded (legally!) is a well-known Australian song “I’ve been everywhere man” by Geoff Mack. In the context of a Year 9 or 10 SOSE/Geography subject, we would listen to the song in class and students would have to list down 8 town names featured in the song. Using their Atlas, students would then have to go ahead and locate these towns, write down the state or territory it resides in and locate its’ longitude and latitudinal coordinates. This would be an effective activity when aiming to develop the students’ spatial knowledge.

Using music as an e-learning tool in this context of learning, it fits in with Oliver’s ICT Learning Design theory as music can be identified as an ICT ‘learning resource’ and used in this context would form the focus of a ‘learning task’ (Oliver, 1999).

Reference:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Animations and Simulations...the alternative to YouTube

After checking out the NHC Science Animations websites, I found a mini gold mine of clips that I could use for my junior SOSE or senior Geography classes. Until now, I usually refer to YouTube or National Geographic websites when looking to embed an animation/simulation into my lesson. Animations and simulations are such an important tool to use (particularly) in junior SOSE classes as they create a visual for the process of events as opposed to giving them a hand-out or depicting the process via PowerPoint.

Up until now, I had never heard of the Exploring Earth website which offers a variety of e-learning tools ranging from simulations, investigation projects, local resources and earth news (McDougal Littell, 2009). Simulations fit into Oliver’s ICT Learning Design Model as the tool is factored into both learning resources and learning tasks (Oliver, 1999). This essentially means that simulations are an effective learning resource that can be used to depict a process by the teacher and can form the focus for a particular learning task.

I found a particularly useful clip on Cave formations which I would have loved to have used with my Year 12 Geography class who recently went on a field trip to the Capricorn Caves as part of their assessment. Follow this link to learn about cave formation: http://www.classzone.com/books/earth_science/terc/content/visualizations/es1405/es1405page01.cfm?chapter_no=visualization. The best thing about this site is that it does not require a subscription!

References:
McDougal Littell 2009, ES1405 Observe an animation of cave formation, viewed 9 August 2009, http://www.classzone.com/books/earth_science/terc/content/visualizations/es1405/es1405page01.cfm?chapter_no=visualization.
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Static Websites...Year 9 Web Design

Static websites according to Wikipedia (2009) are websites that enable the creator to showcase their products, services or information in a simple yet effective manner. The benefits of creating a static website include the user saving on web design costs, are browser friendly, easy to navigate, and are particularly advantageous when the creator does not need to update the products, services or information being shown.

I engaged with static websites on a previous prac placement in a Year 9 Web Design class. I observed and taught a small section of this unit in regards to designing websites via HTML code. The assessment required the students to design a Travel Agent’s web page which advertised the benefits of travelling to a particular country. Students had to format their page in a similar fashion to a brochure. I think that in terms of my Business teaching area (which often requires me to teach technology) static websites are a very useful ICT to embed in classroom activities particularly if students have to create one as part of a culminating task.

By manipulating the tool this way, it would conform to Kearsley and Shneiderman’s Learning Engagement Theory (1999) as the tool would be used in a project-based context (summative assessment) and would offer an authentic (real-world) focus (the focus for the project would be relevant to my learner’s interests/outside events).

References:

Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Wikipedia 2009, Website Styles: Static Websites, viewed 9 August 2009, http://en.wikipedia.org/wiki/Website.

Kids love videos...

I think no matter how dull the video, YouTube, DVD or movie clip may be, students always seem to get excited as the prospect of watching them! Videos will always have a place in the classroom providing they serve a difinitive purpose and are explicitly linked to the content being delivered. I am a big fan of using vidoes in my lessons particularly for Business Education as the theory work can become very dry and boring after a while (particularly with junior learners). A the moment my learning site has the ClickView program which I am continually looking to for videos/clips that relate to the content I am teaching. This is such a valuable resource as it provides a plethora of clips to choose from according to the subject area and comes with teacher support materials as well. Refer to ClickView's website (http://www.clickview.com.au/home.php) for further information on this technology (it is currently on trial at my learning site so it may not be available in all schools).

According to Oliver's ICT Learning Design Theory (1999), technology integrated into pedagogy is only effective if adequate scaffolding and support systems are offered. This is a very true statement as the use of video clips in the classroom needs to be supported by preparation or follow-up activities or activities conducted before or throughout the viewing of the clip (worksheet, note taking etc.)

The above clip is a video that I would use next term with Year 12 Geography in terms of introducing the class to several green renewable energy technologies. Videos are an effective way to break up the vocal (teacher) explantions in regards to the declarative knowledge content.

References:

ExcessOEnergy 2009, Solar and Wind Power: Renewable Energy Sources, viewed 6 August 2009, http://www.youtube.com/watch?v=F3TUTfy1n60.

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Interactive Whiteboards

I am currently on prac at a school where many of the classrooms are equipped with Interactive Whiteboards and as such, I have underwent numerous training sessions in regards to this e-learning tool. The system used at my learning site are the Active (Promethean) Whiteboards. I firstly have to say that this technology is very time consuming to initially learn and to embed into learning experiences. I have used it several times throughout the year and it is gradually becoming easier to use. However before choosing to embed this technology into my pedagogy, I need to ensure that it will form the basis of a worthwhile learning activity.

After reading over the prescribed website from the Teacher Delivery Technologies page, I now have a few more ideas (as highlighted on the website) in terms of using the technology in my classroom. I thought that the brainstorming (mind map) activity would be useful to depict on the whiteboard as I could move around the suggested ideas according to patterns/issues/sequence of events etc. I loved the idea of the built-in-maps which I would most certainly use for my SOSE classes-it is just a matter of finding these resources on the whiteboard program. Creating a video file and uploading it to the whiteboard when teaching students software applications (such as creating speadsheets or graphs) in my business classes would also be an appropriate use for the whiteboard.

The interactive whiteboard conforms to Kearsley & Shneidernman's Engagement Theory (1999) as it encourages a hands-on approach to technology in terms of students engaging with the learning materials. For a timeline activity, I would ask students to come up the front and drag the correct sequence to its corresponding point on the timeline using the Promethean pen.

Reference:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

My Flickr slide show!

Wow this Flickr thing took a while to get my head around! Once I had set up the account and had uploaded my photos I had to navigate between the Flickr website and my blog as to how to imbed this show. I finally got it working and am quite proud of myself :). I am now realising that with the world of e-learning it takes significant effort to initially get your head around the ICTs. However, once you correctly apply the procedural knowledge and achieve the desired result everything becomes much easier the second time!

I tried this a second time around after completing the image manipulation activity. I took the original photo of the leaves and manipulated it using the various tools on Picnik which I actually had lots of fun doing! I then had to embed the new HTML code into my blog so that it would show the new photo of the leaves that I added to the original show.

Prensky (2001) iterates that today’s learners are characterised as either digital natives or digital immigrants. Many of the students who I am currently teaching (particularly junior learners) are digital natives and have not known life to exist without the integral use of technology within society. As a digital immigrant, I believe that it is worth modelling certain technologies which students may be unfamiliar with 9Flickr) to demonstrate that you are keeping up with the technologies and can offer them a little variety in terms of introducing new technologies to them.

I believe that image manipulation is an important skill to promote in high school students particularly seniors who intend on progressing to university. At university we are continually having to submit assignments via email or digital drop boxes as and such there are size limits in regards to file size. Many students don't realise the size that a simple image requires and as such cropping/re-sizing images is an important technique to show students in preparation for univeristy/future employment.

Finally getting the hang of this!

Reference:
Prensky, M 2001, Digital Native, Digital Immigrants, viewed 20 August 2009, http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.

YouTube

Here is a YouTube clip that I have already used as part of my pegagogy with my Year 8 SOSE class. We are currently studying a small unit on Natural Disasters and I used this clip to introduce and explain the concept of tectonic plates and continental drift theory. The class actively engaged with the clip as they were able to recall (in their own words) the key elements concerned with tectonic plates and the role they play in causing earthquakes and volcanoes.

By scaffolding the students' learning via the use of an ICT (YouTube clip) I was essentially conforming to Oliver's notion of using resources to firstly scaffold the learning journey which then equips students with the knowledge necessary to complete task (Oliver, 1999).



YouTube is a very powerful tool to embed in classroom practice as it sparks intial interest and students can readily relate to the format. However, it is important no to over-use the tool as students may become bored with continued use (as with any teaching strategy).


Reference:
Freudiger, M 2009, The Early Earth and Plate Tectonics, viewed 4 August 2009, http://www.youtube.com/watch?v=QDqskltCixA.

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Slide Share

Living In The Shadow Of Indonesia’S Volcanoes

View more presentations from Hanselearningjourney.

Here is my presentation that I have uploaded to Slide Share. I checked back on it several hours after uploading it and already have 10 views! I seem to be forever composing PowerPoints for my lessons so I will definitely be referring back to Slide Share in the very near future for resources. After having a quick look around the website, I found several slide shows that would be of particular worth in my SOSE subjects. I only wish I had been told about this site earlier it is truly a gold mine!

Slide Share could be utilised by both teachers and students. I recommend this resource to all teachers who are keen to embed ICTs into their pedagogy but have limited time to do so. For students, I would take them to a computer lab and refer them to this site when introducing/explaining a new unit/topic of work. I would do this instead of presenting it to the whole class as students can work (copy down the key terms, diagrams, graphs) at their own pace.

Thank you ClassMarker!

Thank you ClassMarker! This is possibly one of the most useful and applicable e-learning tools that I will use for students' assessment. The initial design stage of the quiz took no longer than a hand-written or word processed quiz would take and as a student, I would much prefer to engage with a quiz based online than a standard black and white sheet of paper. Like any e-learning tool it took a little while getting used to the design of the site and how to manoeuvre around it.

After trialling this test with several learners from my 9 Business Education class, they indicated a positive reaction to it in terms of the different style of testing that it offered, receiving immediate and direct feedback in regards to their answers and that it seemed more important than the usual (paper-based) revision test.

ClassMarker ties in with Oliver's theory of ICT Learning Design (1999) as it facilitates hands-on engagement with the ICT (online test), effectively supports students' learning during the task (identifies where students went wrong) and provides adequate support system (clear test instructions and questions). The second time around designing the test, I would change the format to mutiple-choice as opposed to short-answer to further ensure accuracy and validity.

Type in the following URL: http://www.classmarker.com/viewtest.php?id=57403 to try this test!

Reference:
Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

File Storage

After engaging with the Media Fire site and uploading a PowerPoint file to it, I realised the huge advantage that this site offers. I will use this site again when I am short of space on my USB drive or I don't have access to storage space (using a public computer) or if I am simply short of hard drive space on my personal computer. Thanks Media Fire!

Here is the link to a PowerPoint file that I used at the beginning of this term to introduce the new unit on Sustaining Biodiversity to the Year 12 Geography class:
http://www.mediafire.com/?sharekey=9ab3d16ca55fd01767cd7f7bd65f7eefe04e75f6e8ebb871

Wikis and Blogs

“Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser” (Blankenship, Boyland & Consiglio, 2009). Wiki sites or blogs have completely transformed my learning environment this term. As a flex student, I have had to engage with the University’s LMS which has enabled me to become a little more competent in the realm of e-learning. However, nothing could have prepared me for the world of wikis and blogging! Wikis are not something you can read about and then create. Working with wikis requires the learner to actively engage with the content as you have to (procedurally) learn how to use this tool. This process can prove to be very challenging at times as there is no hardcopy in front of you to guide you through the learning process.

Analysing wikis in accordance with Kearsley & Shneidernman’s Engagement Theory (1999) wikis emphasise a student-centered approach to learning and have the potential to meaningfully engage students. This is evident in the sense that wikis are a technology-based approach to learning, requires collaboration amongst peers and requires students to physically engage with the technology in order to be successful at the task.

Wikis and blogs offer such a large spectrum of learning opportunities to both teachers and students particularly in terms of collaborative learning. I would use wikis with my Year 12 Geography class which would form their summative assessment item for a term. They would do this in the context of Responding to Climate Change where students work in pairs and have to design, develop and engage with their own personal wiki along with their classmates’ wikis which further encourages collaboration. I would firstly show them the wiki technology and conduct several practices which focus on students successfully using and engaging with the tool (scaffold). The task would require them to research an alternative green-energy technology (solar, wind, nuclear) discuss this technology on their wiki; include images, comments from peers and how this technology is going to reduce the impacts of Climate Change.

By using the wiki technology in this context, it conforms to Oliver’s ICT Learning Design Model. This is evident in the sense that the students would be responding to a real-world issue (Climate Change), I have scaffolded their learning of the technology by showing them the tool and allowing them the opportunity to engage with it (Oliver, 1999).

References:
Blankenship, L, Boyland, C & Consiglio, D 2009, Wikis and Blogs, viewed 6 August 2009, http://www.brynmawr.edu/etc/tips/wikisandblogs.shtml.

Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Learning Management Systems

As stated by Wikipedia (2009), a Learning Management System (LMS) is software designed for delivering, tracking and managing training/education and holds a strong focus on collaboration.
Learning Management Systems have played a major role in my learning as a flex student as I have engaged with CQU’s Blackboard on a daily basis throughout my course of study.
I utilise Blackboard when tracking my course of study, undertaking online activities as set out by the course, collaborating with other flex students and lecturers and managing my own education.
The Blackboard LMS draws on those components as identified in Kearsley and Shneiderman’s (1999) theory of collaborative learning in terms of having to relate (communicate), create and donate (email, discussion forums) with other learners.

References:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm

Wikipedia 2009, Learning Management System viewed 3 August 2009, http://en.wikipedia.org/wiki/Learning_management_system.

Power Point in the Classroom

As identified on the Microsoft Office Online website (2009), PowerPoint enables users to quickly create high-impact, dynamic presentations which present information in an easy-to-understand manner. I think that this is an adequate summation of the benefits that PowerPoint offers as this particular tool is my most frequently used ICT of all the proposed technologies. PowerPoint presentations are easy to create and you can choose to make them as basic or as fancy as you like.

Whilst I was already familiar with creating slides, editing, adding images and charts and adding motion and sound, I had no idea how to take a PPT with you in terms of sharing over the internet and embedding it into a blog so this activity was worthwhile just for that! The tutorial offered additional tips in regards to timing and custom animation that I was previously unaware of. I went back and edited a PowerPoint that I am planning to deliver this week to my 11 Geography class regarding Sustaining Communities. Hopefully these changes will add a bit of extra spark to my presentation and the students will engage more so as a result.

In terms of using this activity and technology in the future, I will use this tutorial as the key focus for one of my Business Education lessons when teaching students how to use PPT effectively. I will also most likely refer back to the website for the tutorial (http://www.actden.com/pp/) for my own personal use when I want to ‘jazz up’ a tired presentation. I would also like to see my senior Geography students use PPT to present their findings on their chosen alternative green technology (next term).

As iterated by Oliver (1999) for ICTs to effectively enhance students' learning, the technologies must be incorporated into the learning experience so that they support what is being delivered i.e. they serve a purpose and are not merely being used to make it look better. I think that this is an important consideration when using PPT in learning experiences as PPT is often used to simply replace the tired old Overhead Transparencies.

Here is one of the PowerPoint presentations that I have edited and uploaded.

Introduction To Sustaining Biodiversity And Biomes

View more presentations from Hanselearningjourney.

References:
Microsoft Office Online 2009, Office PowerPoint 2007: 10 Reasons to Try, viewed 2 August 2009, http://office.microsoft.com/en-au/powerpoint/HA101650281033.aspx.

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

Wikipedia

Wikipedia is an interesting concept particularly in regards as to how it should support my learning design and pedagogy. I understand the various benefits associated with using Wikipedia as a collaborative e-learning tool in terms of the expanse of knowledge, resources, references and supporting links that the website offers (Wikipedia, 2009). This collaborative learning environment holds closely to Kearsley & Shneiderman's (1999) theory of active engagement where collaboration amongst peers (partcularly when technology is embedded) is citied as one of the key ingredients to learner engagement.

However, I have found throughout my teaching placements that the use of Wikipedia (particularly by senior students) is commonly discouraged. For the three senior classes that I am taking at the moment, Wikipedia sites are not to be used as a reference material for any of their assignments.
I guess this is largely due to the negative perceptions as held by teachers as they believe that the content contained on the website can be altered by anyone regardless of its academic quality. Personally, I find Wikipedia a good starting point when I require the fundamental knowledge or underpinning ideas regarding a particular subject that I am unfamiliar with.

References:
Kearsley, G & Shneiderman, B 1999, Engagement Theory: A Framework for technology-based teaching and learning, viewed 24 July, 2009, http://home.sprynet.com/~gkearsley/engage.htm.

Wikipedia 2009, Wikipedia: About, viewed 2 August 2009, http://en.wikipedia.org/wiki/Wikipedia:About.

Google Earth

Google Earth is amazing! After having a play with this technology I managed to copy an image of my house into my blog. This photo was taken several years ago as there has been significant residential development to the left of this estate since. It amazes me the kinds of information available to us citizens. I remember hearing about the issues when Google Earth first started in regards to being able to view certain areas such as military training grounds. Not that I expected it to work but I still tried to look at the Shoalwater Bay Training Area north of Yeppoon-however this view was restricted and I was unable to zoom in on anything in particular.

As a SOSE/Geography teacher, I have already used Google Earth throughout my learning design. Google Earth is an excellent tool to develop students' spatial knowledge in terms of locating, identifying and deducing information from the site. It is a requirement of my Year 12s Geography assessment that they locate the correct image from Google Earth/Maps in regards to the location of field trip. I firstly went through/explained/demonstrated how to use this technology which essentially provided adequate scaffolding for the learners who are now expected to demonstrate their ability to use this technology in their assignments. By showing the students how to engage with this technology, I was conforming to Oliver's ICT Learning Design Model (1999) as I scaffolded the learning journey for them so that they were equipped with the knowledge/skills in terms of how to use the Google Earth tool for their assignments

Reference:

Oliver, R 1999, Learning Design: The Learning Design Construct, viewed 9 August 2009, http://www.learningdesigns.uow.edu.au/project/learn_design.htm.

My e.Portfolio

Just when I had thought I had gotten my head around my blog I’m introduced to this new concept of an e.Portfolio. After watching the prescribed clips of how Mahara works, I embarked on the journey of setting up my new account via Net.Spot. This proved to be quite easy as I navigated myself through the process and before I knew it I had created yet another profile of myself and an active e-learning blog. For some reason I could relate more easily to the Mahara website design as I think it holds clear links to both MySpace and Facebook networking sites which I have engaged with in the past.

One benefit I immediately associate with Mahara is the learning opportunities it offers to both me and my learners. Firstly, Mahara would be an effective interface by which I could communicate with other learning managers in regards to sharing insights, tips, information (websites) and other useful facts specific to the trade of teaching.

As iterated by SRI International (2009) embedding technology into classroom pedagogy is an effective means by which to ensure that students actively engage in the learning.
By students establishing either a class or individually monitored blog, it would offer endless learning opportunities. This would be in terms of the students having a wider access to resources and knowledge and more actively engaging with the learning process. I would love to see students writing up a class blog in terms of sharing the knowledge they have just learnt or chatting with students/industry professionals from other schools/sites in regards to curriculum content. It is this cooperative approach to learning that looks beyond the physical classroom walls that needs to be adopted if we are to better provide for the needs of our learners.


Reference:
SRI International 2009, Effects of Technology on Classrooms and Students: Change in Student and Teacher Roles, viewed 1 August 2009, http://www.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html.

An RSS explained…

As I am now a daily user of the web due to my constant blogging, an RSS (Really Simple Syndication) feeder has made my life so much easier. Before I had installed an RSS, I was relying on the course forums and emails to keep me up-to-date in regards to what everyone else was blogging about. Once I had installed an RSS into my Google account, it has enabled me to more closely monitor and manage my colleagues’ postings.

It has allowed me to stay more easily informed, saves me time in regards to only subscribe to the content that I am interested in and ensures my privacy as I don’t have to subscribe to each site’s email newsletter (Software Garden, 2004). Depending on what information I am seeking (responses to delivery technologies, thoughts on the frameworks); I can now quickly locate and further explore relevant and timely information as posted on my colleagues’ blogs.

For further information on what an RSS is, visit http://www.youtube.com/watch?v=0klgLsSxGsU for a free tutorial.

Reference:
Software Garden 2004, What is RSS? viewed 1 August 2009, http://rss.softwaregarden.com/aboutrss.html.