Problems with reflective synopsis

I used hyperlinks but for some reason they didn't show up. Apologies.

Reflective synopsis

This semester I have come across many digital aids in order to help me engage and maintain the scope of attention of my current and future students. Prior to taking this course I never knew so many ICTs existed, especially for educational purposes. ICTs can adopt, if utilised in a student-centred manner, a new fundamental role in how students achieve success and adopt a globally enhanced view within the knowledge economy. Heath (2001) reveals that there has been change in how knowledge is perceived and it has detrimental effects on teaching. 'Much of this change will be facilitated by the development of new information and communications technologies', (Heath, 2001). He distinguishes the obsolete style of teaching as mode 1 and a new more applicable style, better equipped for the technological savvy knowledge economy that is mode 2. Heath believes that mode 2 knowledge is 'Produced in the context of application'. I think one of the most amazing rewards ICTs provides students is the project based processes, linking theory to the hands on approach of practicality.

I noticed many other GDLT students reflecting on Mahara and how it can be a great tool for teachers, but I think it can also be a method of relaying information for students; the information they have been exposed to in the classroom. In this blog post, I have shown the relationship Mahara can have with a wiki. I feel this relationship can produce work from students in an engaged manner as it not only provides a purposeful and authentic approach to learning but the mere use of a complex ICT (which students will find interesting and engaging) can incite excitement and motivation to produce great work. Kearsley and Shneiderman (1999) believe that students must be engaged in learning activities through interaction with others 'in the real world' and meaningful tasks.

In my ePortfolio assessment I have come up with the idea of students writing and creating the imagery for a picture book using the theory they have been taught in previous lessons. Within this scenario I think the two way process of publishing relevant information onto a Mahara view and then supplying students with a wiki page for each group to contribute the relevant information involved in devising the picture book is very effective one as two engaging ICTs are being deployed at the same time. Kearsley and Shneiderman (1999) also state that engaged learning should include working in groups that emphasises team efforts in order to solve problems and participate in decision and collaborative reasoning. Initially my intention was to arm the students with cameras and take pictures (or I would give them the choice to utilise illustrations). I would just like to point out here that giving the students choices in how they apply their learning is also very important. This concept of choice is elaborated by Marzano and Pickering (1997, p. 31). From the images and texts the students come up with, students will devise a story in a wiki. At the time of constructing this idea, I thought the wiki was the best ICT for students develop their ideas and come up with a finished product. I posted my action plan on the moodle website and waited for feedback. Natalie, a fellow GDLT student told me about this free Microsoft webtool Photostory in one of our conversations. What an awesome tool! I told some of the teachers at my EPL school and they had never heard of it! My Mentor Teacher who is the librarian is now thinking about integrating the tool into some of her learning experiences. Photostory is a very easy method of not only engaging students but providing active learning, giving reference to Dale's cone. What Dale's cone ascertains is that at the bottom of the cone is the most effective of teaching methods, one that comprises of direct and purposeful experiences as oppose to the top which merely incorporates relaying information through verbal symbols (something that dominates the teacher centric style of teaching). Using Photostory provides the students with not only that sense of authenticity, where it is related to life outside of school or in the workplace (Marzano and Pickering (1997, p. 31), but is hands on and incredibly interactive. In this instance, the students will feel what it is like to be an author of a picture book and the trials and tribulation associated with it. It will not only be enjoyable but it will be challenging, all things that are advised by Marazno and Pickering (1997).

Active and Engaged are just a few of the conceptual frameworks that underpin the use of ICTs in schooling. I pointed out in my post Avatars and their role in ICTs, that learning styles are one of the most imperative issues associated with education with prior acknowledgment in the teacher centric style hardly relevant at all. Avatars, like video, can really engage those learners whose learning style more suits those visual cues. But what about those students who prefer a more verbal approach to learning? I think both Avatars and video suffice this unity perfectly as they both embrace the visual and verbal student as both these ICTs disseminate visual and verbal discourse. Avatars and their role in ICTs also has more detailed information on multi-intelligences and how connectivism can be incorporated within learning management in terms of connecting pedagogy and the shifts in juvenile behaviour. Some other terrific sources of ICTs that incorporate these pedagogical digital frameworks which accommodate for the visual vs. verbal learning styles are included in some of my other blog posts picnic new sample1, Powerpoint presentation and reflection and mind map.

I have not had much of a chance to integrate ICTs into my pedagogy at my school for EPL yet, primarily due to time and resource restraints. One of the problems I have with using ICTs in the classroom and home-use encouragement is the socio economic status of certain schools. The school that I am working at is not exactly at a low socio-economic status but there are a fair proportion of students who do not have the internet access at home. Perhaps this could spell out a more enhanced relationship with schools and parents? The schools could disperse financially healthy optional plans for families to adopt and embrace the internet.

References

- Active Learning. (2000). 'Why use active learning?'. Retrieved 18 April, 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm.

- Brown, J. S. (2002). Growing up digital: how the web changes work, education and the ways people learn, United States Distance Learning Association. Retrieved 22 April, 2010 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm

- Felder, R. & Soloman, B., Learning styles and strategies. Retrieved 19 April, 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm.

- Heath, G. (2001). Teacher Education and the New Knowledge Environment. Australian Association for Educational Research Conference. Fremantle December. Retrieved 19 April, 2010 from http://www.aare.edu.au/01pap/hea01582.htm.

- Kearsley, G & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved 22 April, 2010 from http://home.sprynet.com/%7Egkearsley/engage.htm.

- Marzano, R & Pickering, D. (1997). Dimensions of Learning: teacher's manual (2nd ed.). Alexandria, VA, USA : ASCD.

- - Siemens, G. (2004). Connectivism: a learning theory for the digital age, elearnspace. Retrieved 21 April, 2010 from http://www.elearnspace.org/Articles/connectivism.htm.

I have commented on the following blog posts

http://nataliearthurgdlt.blogspot.com/2010/04/cant-wait-to-get-my-hands-on-one-of.html#comment-form

http://learningjourneycaro.blogspot.com/2010/04/using-wikipedia.html#comment-form

http://learningjourneycaro.blogspot.com/2010/03/great-idea-for-wooden-pegs.html#comment-form

http://learningjourneycaro.blogspot.com/2010/04/glog-made-by-my-7-year-old-son.html#comment-form

http://learningjourneycaro.blogspot.com/2010/03/reflection-on-setting-up-eportfolio-in.html#comment-form

http://hillsnick116.blogspot.com/2010/04/wikipedia.html

http://hillsnick116.blogspot.com/2010/04/video-hosting-websites.html

http://chloetowns.blogspot.com/2010/04/google-earth.html

picnik_new_sample1

picnik_new_sample1
Originally uploaded by samaael2010

Using both Flickr and Picnik are fairly basic and a very inexpensive way of managing and altering images for your desired needs. Instead of forking out money for something that generally requires an undergraduate course to properly utilise, you can use these free web based software. I had a lot of fun using Picnic and really recommend it for those who cannot be bothered investing the time and finance in something like Photoshop (I know I am not). For what you are doing (and hopefully that's learning managing), Picnic is more than suffice in employing engaged learning strategies.

Once learning styles of students are determined, images altered in certain ways can accommodate for the different demographics of students. I spent prolific time playing around with the image posted (by the way I love Picnik, if you can't already tell), experimenting with the cropping and resizing. This image is one of the demo images. To engage creative students you could completely alter the conventions (colour, size, contrast etc) of a subject quite easily in an image and present in perhaps an irrelevant context so the student can analyse the image in an unconventional way. This is sparking the cognitive development of the students; playing with the abstract. I like the idea of discovering through comparison of contrast. Different and perhaps opposing images can swim through the filters of the differing sensory cognitive attributes to the working memory. Cooper (1998) states that the cognitive load is made of three memorising dimensions, the first being the sensory memory, the initial contact with this stimuli. Perhaps I could incorporate an image and alter the colour conventions of the subject so students can remember it easier? Most would probably remember the subsequent qualities of a carrot if they are initially exposed to an image of perhaps a green carrot? Why not make it humourous? Something to think about.

Cooper, G (1998). 'Research into Cognitive Load Theory and Instructional Design at UNSW', retrieved from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm

Flickr- a picture has the potential to tell a thousand words

Joan of Arc
Originally uploaded by lwb10463

This is the first time I have Flickr along with a lot of the applications required to complete the weekly modules. Flickr was an ease to navigate around and very user-friendly. The image I have chosen to upload here is from a user named lwb10463. I checked his profile and he/she has a prolific array of images that might seem random, but there are some recurring themes (good taste in film, socialist ideology etc.).

This particular still is from one of my favourite films: Carl Dreyer's 'The Passion of Joan of Arc', a silent film that first employed long sequenced close up shots. It is a riveting film and one that every budding film-buff or critique should either embrace or sit through.

Flickr is definitely an effective and proficient way of not only storing images you find in your cyberspace travels but locating genuinely engaging and authentic images within the flickr database.

It seems each week these newly introduced pedagogies help me someway and make the methods I have employed in previous weeks easier. For example, when i was creating my Powerpoint I was saving the images I had used as a bookmark so I could recall to make a reference list. It was annoying and time consuming going back and locating all the HTML to finish my reference list. Flickr can make this easier and more readily accessible when making other digital pedagogies.

Images can play a large role in engaged and active learning as some students can learn better through images. Some instances where images can be used alone especially is through introductions to learning experiences. A good 'hook' could include presenting a stand alone image and letting students embrace and think about the image prior to being exposed to the significance of the image. I am a student primary school teacher, so working with images could be particularly effective in grabbing the perhaps wandering attention of the students. The students can reflect on what they think the image might be attempting to convey. I will ask the students questions to guide their thinking and to connect their semantic knowledge and thinking 'beyond the lines'. This is all very nice, but images alone are not going to make learning scaffolding most effective, just like lectures shoving written text exclusively down the thinking 'throats' of students.

Mahara is a fantastic portal to flood with images along with small amounts of text followed with links to other relevant websites. Images grab attention and make the subsequent text or significance easier to remember or understand. It is these images that lead to other more valued (according to Dale's cone and the Learning Pyramid) digital and non-digital pedagogies like direct experiences (one of the classes involved in my PRAC went on a fishing trip last week).

Balance is required between text and images of course, if some of balance is not met... say goodbye to the undivided attention of your students this course preaches.

- Active Learning. 'Why use active learning?' retrieved from http://www.acu.edu/cte/activelearning/whyuseal2.htm

Powerpoint presentation and reflection

Anzac Day

View more presentations from guest7704b2.

This is my powerpoint presentation. I was using powerpoint 2007 and found it easy to use. I have used powerpoint in the past so this put me in good stead. I used it on Windows 7, not sure if this makes it any different to using powerpoint 2007 on XP or Vista.

I have incorporated various mediums including text, images, youtube videos and sounds. The foundation for this presentation is individual learning styles and inclusiveness. In terms of inclusiveness I have looked at differing cultures. Anzac day is an incredibly patriotic day in the Australian calendar and one that children can easily interpret in an almost negative way. Anzac day tells the story of how the Anzacs were slaughtered by the Turks who could be seen as ruthless barbarians in some circles. Even though I have haven't touched on this directly, there is an option to watch the documentary film Gallipoli which covers diaries of both Turkish and Australian soldiers, offering a neutral view to the occasion. This should let diversity reign as potential Muslim students can see it from the perspectives of some of the soldiers from their faith or children whose grandparents fought for the Axis nations.

The authentic focus here in terms of Learning Engagement Theory is how the students can take what they have learnt and attend the memorial service each year on April 25th. Students will have the knowledge and emotions associated with this particular event. One of the subsequent activities that could be integrated into a Unit of Work concerning Anzac Day is to have the students conduct speeches at a memorial service reflecting on what they have learnt and how they personally feel about the whole Anzac aura. Students need to know about this aspect of national history because although it doesn't currently affect them, if it wasn't for these brave people, contemporary existence would be different.

Even though this type of Unit of Work wouldn't be considered as 'engaged' as some of the other powerpoints I have seen from my fellow GDLT peers, it still plays an important role and we still have to be mindful of different learning style when conducting such a presentation. I have incorporated both images and audio to my powerpoint presentation in order to engage both visual and verbal learners. Some of the slides include a sound like the sound of a 'bomb' when the presentation starts documenting some of the details of the actual day the Anzacs landed on Anzac cove and when the fighting started. This is to provide those verbal thinking student cognitive development in grasping the nature of Anzac Day. These students might remember the details of the landing more clearly because of the noise. 'Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally' Felder and Soloman believe. The presentation will not be without spoken words, I as the teacher will be talking the students through with extra information as the slides progress.

I have attempted to accommodate for sensing and intuitive learners as well. 'Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships,' Felder and Soloman state. This type of presentation should suit sensing learning fairly simply but I thought intuitive learners might be left out somewhat so I included a little activity so student students can establish some geographic awareness of where their great grandfathers were fighting. Students are asked to use their atlas to find Turkey to see exactly how far away the Anzacs were at the time of Gallipoli.

- Felder, R. & Soloman, B., Learning styles and strategies, retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Avatar's and their role in ICTs

The Internet and indeed ICTs are the first mediums to honour multiple intelligences in the classroom (Brown, 2000). If we look at the visual vs. verbal unity, we see students either favour one or the other learner styles (Felder & Soloman) . If you look at one of my previous posts I have posted an avatar. This is a great form of ICT in which students on both sides of spectrum can embrace either a learning experience introduction or small lecture in the form of an avatar. Both forms of learning styles are embraced: visual and verbal, as students can focus on the ICT itself in all its colourful glory and what is being said. If this was to be published on a mahara learning experience; text will be incorporated situated next to it (using a 'text box') so students don't have to take notes directly from the avatar (causing a stop-start effect). Scot has used this effectively in the lecture modules for this course.

How to make an avatar.

Children now engage in multi-literacies and are always 'multi-processing', they engage in several technologies at the same time: they might surf the net while listening to music or talking on the mobile phone (Brown, 2000). Learning today, not only involves textbooks, blackboard and writing pads, but image and computerised screen literacy. Brown (2000) believes the ability to read new multiple media genres is nontrivial but people still think that to watch a film (even a sensationalist hollywood blockbuster) requires no 'thinking'. But it does... it confirms what we know. If we've been secluded from society for 10 years and come back and watch one of these films; we'll find it confusing and jarring (Brown, 2000). Mature age people think children who engage in multi-processing are not concentrating, but this is not true (Brown, 2000).

If the learning theory of connectivism is utilised by the teacher, connections can be made between the curriculum and the shifts in juvenile behaviour towards technological use. Learning is focused on connecting these shifts and specialised information sets and the connections that enable us to learn about our current state of knowing (Siemens, 2004). If this new information is ignored, then the teacher and student will be left behind and even more disadvantaged when new information is dispersed.

References

- Brown, J. S. (2002). Growing up digital: how the web changes work, education and the ways people learn, United States Distance Learning Association. Retrieved from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm

- Felder, R. & Soloman, B. Learning Styles and strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

- Siemens, G. (2004). Connectivism: a learning theory for the digital age, elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Mahara reflection and it's relationship with the wiki

Mahara is very new to me and I am still trying to figure out things. I have just left a query on the 'Ask Scot' forum as evidence of my initial confusion. I'm sure I will get my head around it eventually.

I think Mahara is certainly be a good way to let students interact with curriculum materials in their own and particularly at home. It could work as a collaborating tool for a wiki. Mahara could work as a visual guide for students who are working on an ongoing project. Students might not necessarily physically add material to the mahara 'view' (I guess this is what the wikis are for) but it could be shaped as a daily reminder for students on what they have learned in the particular day or in my case a particular day (primary school). Each view would comprise of a particular Unit of Work and be added to every time something new is learned so the students have a resource to fall back on if something is forgotten or not noted in class.

This is a particularly student-centered idea as students aren't expected to remember everything they have been made to digest in a 60 minute setting. Details on the project or Unit of Work will be readily available for students to engage in the project when they get home. Students can attain content from mahara which will not only have information, videos and visuals but suggested websites in order to encourage students to extend their reading by locating and allocating other secondary sources of information. The mahara will publish what is expected of the student in relation to criteria. This saves students from flicking through the pages of writing pads and text books to find this criteria, sometimes resulting in the student not being able to find the criteria anyway. This type of work is considered project orientated learning according to Kearsley and Shneiderman (1999). Kearsley and Shneiderman talk about meaningful engaged learning and project orientated learning is one of three aspects that fulfills this type of learning management theory. The other two aspects are group context and authentic focus which can easily be embedded into the collaboration between mahara and wiki.

I think the wiki and the mahara portfolio could coincide very well in this respect as students have the opportunity to use the wiki to record the information they have found on materials extending from mahara and create a working and finished product. In this sense the use of the two forms of computer mediated communication provides the opportunity for the teacher to assess the applicability of the mahara content from what information the students are actively participating in from what they have published on the wiki. Teachers can also 'check up' on what students are posting on the wikis.

References

- G, Kearsley & B, Shneiderman 1999, Engagement Theory: A framework for technology-based teaching and learning, http://home.sprynet.com/%7Egkearsley/engage.htm