I have explored and used resources from the Learning Place website regularly during my BLM learning journey (and enjoyed sharing them with students as a learning tool). It was only at our lecture last week that I discovered the Power Search option on the Learning Place website which offers a much quicker and direct result when looking for resources. (Thanks Jacqui!)
Prensky (2009) states the focus for schools today should be on "the communication of ideas". Although Prensky's article is really a discussion about YouTube, his comments that many students struggle with reading and writing is a valid one and I can see the importance and benefits of using a Learning Object in an early years classroom to support learning. The use of audio and visual images to engage and support the teaching of young learners must not be overlooked.
Follow this link to a great discussion started by Kristen (and added to by Pauline and Anna) on the use of Gizmos availabe at ExploreLearning.
Another site that I have found useful in understanding how to incorporate Learning Objects into the classroom is The Technology Source Archives.
Tuesday, August 24, 2010
Friday, August 20, 2010
More about images...
After browsing back over my blog I realised that I haven't included my learning style map that I created at the beginning of this journey so to complete the picture - here 'tis... By the way, to create this picture I used a Print Screen command and pasted the image in Publisher. I cropped the image and used shapes to cover the 'Code' and 'Print' words that appeared on the screen print, used white as the fill colour and selected "No line" so that the words were hidden - leaving me with just the wheel.
Additionally, I have taken the time (and plunge) to explore Picnik - oh my goodness! How long has this been going on and why didn't anybody tell me? Although apologies to Anna - I did scan your posting about Picnik but didn't follow through at that point - big mistake on my part!
I took this photo last summer and thought it looked pretty good then
...but I like it much better after Picnik!
Additionally, I have taken the time (and plunge) to explore Picnik - oh my goodness! How long has this been going on and why didn't anybody tell me? Although apologies to Anna - I did scan your posting about Picnik but didn't follow through at that point - big mistake on my part!
I took this photo last summer and thought it looked pretty good then
...but I like it much better after Picnik!
YouTube
After spending quite a bit of time browsing YouTube for a suitable clip for my classroom I realised I was doing things backward (again!). So I opened the Year 5 Essential Learnings and had a look at the SOSE knowledge and understandings. Thinking about citizenship I decided that a YouTube clip by children for children about a peaceful world might be a good way into this subject.
The Essential Learning states "Citizenship involves people sharing values and working together in communities to influence decision making, resolve conflicts and achieve consensus between diverse views of individuals and groups." Beginning with a big picture view of peace could lead to discussions about how one person can take a view and inspire others to join with them in order to create a community view and organisation. The students would then identify local community groups and investigate the role and significance of several organisations. I'd be interested in using this in a classroom just to see what the children come up with!
The theme could also link across curriculum areas such as English and The Arts. Mmmm...still thinking about this. Also, whilst I have just described the use of this YouTube as an engagement tool it is possible that for some students it would serve as 'learning' as they may not be aware of the issues presented in the images on the YouTube - again, it would be interesting to see the student needs or interests that the use of this YouTube identifies or stimulates. Mmmm...
The Essential Learning states "Citizenship involves people sharing values and working together in communities to influence decision making, resolve conflicts and achieve consensus between diverse views of individuals and groups." Beginning with a big picture view of peace could lead to discussions about how one person can take a view and inspire others to join with them in order to create a community view and organisation. The students would then identify local community groups and investigate the role and significance of several organisations. I'd be interested in using this in a classroom just to see what the children come up with!
The theme could also link across curriculum areas such as English and The Arts. Mmmm...still thinking about this. Also, whilst I have just described the use of this YouTube as an engagement tool it is possible that for some students it would serve as 'learning' as they may not be aware of the issues presented in the images on the YouTube - again, it would be interesting to see the student needs or interests that the use of this YouTube identifies or stimulates. Mmmm...
Making Movies
I first 'played' with MovieMaker in the Arts subject in 2009.
I liked this idea from The Arts - reflecting on your learning journey - not thinking of myself as an "artist" this activity helped me to reflect on just how much art actually has been and still is a part of my life - it made me look deeper at my achievements. This would be a great learning experience for students at say a Year 6 or 7 level to consider their own skills and abilities and reflect positively on their achievements.
I first downloaded and dabbled with PhotoStory some months prior to finding MovieMaker, when a teacher/librarian told me about it. This is the result of my first exploration of PhotoStory...
Using Digital Video in a classroom: My son's Year 6/7 class teacher arranged an excursion last term in which the students worked in groups to complete set activities. They were required to photograph each activity throughout the day. The class returned to school armed with literally hundreds of digital images which they then sorted and edited in the following weeks to create not only a nostalgic record of the trip but an explanation of the investigations they performed on the day. The final results were published using either MovieMaker or Photostory. The use of digital images helped to reinforce the learning that occurred on the day of the excursion as well as providing a reflective tool to engage the students in higher order thinking strategies.
WOW! I just realised that blogging is having an amazing effect on me - initially afraid to share my thinking to now being unperturbed at sharing my first ever movie making attempts! Who'd have thought...?
I liked this idea from The Arts - reflecting on your learning journey - not thinking of myself as an "artist" this activity helped me to reflect on just how much art actually has been and still is a part of my life - it made me look deeper at my achievements. This would be a great learning experience for students at say a Year 6 or 7 level to consider their own skills and abilities and reflect positively on their achievements.
I first downloaded and dabbled with PhotoStory some months prior to finding MovieMaker, when a teacher/librarian told me about it. This is the result of my first exploration of PhotoStory...
Using Digital Video in a classroom: My son's Year 6/7 class teacher arranged an excursion last term in which the students worked in groups to complete set activities. They were required to photograph each activity throughout the day. The class returned to school armed with literally hundreds of digital images which they then sorted and edited in the following weeks to create not only a nostalgic record of the trip but an explanation of the investigations they performed on the day. The final results were published using either MovieMaker or Photostory. The use of digital images helped to reinforce the learning that occurred on the day of the excursion as well as providing a reflective tool to engage the students in higher order thinking strategies.
WOW! I just realised that blogging is having an amazing effect on me - initially afraid to share my thinking to now being unperturbed at sharing my first ever movie making attempts! Who'd have thought...?
Wednesday, August 18, 2010
Images
"Pictures ... are non-linear - and the idea of 'reading the pictures' fits in very well with an increasingly electronic age in which features such as hypertext challenge previous reading hierarchies and stimulate nonlinear print cultures" (Winch, Johnston, March, Ljungdahl & Holliday, 2006, p. 505).
The use of images in the digital world is the 'norm'. Children will use images to make meaning of the world before they can read text. Including images in the classroom is necessary not only to engage students but to help them to develop their understandings of what the illustrator, photographer or artist is saying.
This image by Jesse Kruger was retrieved from http://www.flickr.com/photos/jessekruger/2945113808/sizes/m/in/photostream/
Winch et al (2006, p. 505) also discuss the ever increasing use of icons as an accepted part of contemporary culture. Learners need to be able to interpret signs and symbols and construct understanding on how to behave or respond to the information provided by the symbol.
Image retrived from http://www.flickr.com/photos/somegeekintn/3810233454/sizes/m/in/photostream/
The use of images in the digital world is the 'norm'. Children will use images to make meaning of the world before they can read text. Including images in the classroom is necessary not only to engage students but to help them to develop their understandings of what the illustrator, photographer or artist is saying.
This image by Jesse Kruger was retrieved from http://www.flickr.com/photos/jessekruger/2945113808/sizes/m/in/photostream/
Winch et al (2006, p. 505) also discuss the ever increasing use of icons as an accepted part of contemporary culture. Learners need to be able to interpret signs and symbols and construct understanding on how to behave or respond to the information provided by the symbol.
Image retrived from http://www.flickr.com/photos/somegeekintn/3810233454/sizes/m/in/photostream/
Tuesday, August 17, 2010
About podcasting...
Chan and Lee (2005, p. 65) state that "Podcasts may be thought of as time-shifted radio broadcasts over the web." In their research conducted with University undergraduates they claim the benefits of podcasting include:
* low-cost, low-barrier tool
* subscription based
* content can be filtered to specific needs
* can be transferred between mobile devices
* allows content to be delivered as soon as it is available
Chan, Lee and McLoughlin (2006, p. 113)add that the use of podcasts create a sense of community and provide an additional learning modality. The concerns of podcasts as a pedagogical tool are limited although include questioning pedagogical soundness and the risk of decreased class attendance.
In a Primary school context the use of Podcasts in and out of the classroom would certainly be engaging for digital natives. The opportunity to don headsets or earphones and tune in to a personal space would appeal. In my son's Year 6 classroom podcasts have been used for delivering spelling on a group rotational basis and as an option for presentation of group projects (the students recorded their findings orally rather than as printed text). Oh! And then there's all these other reasons for including podcasts in your classroom...
Image created by Silvia Rosenthal Tolisano and retrieved from http://langwitches.org/blog
More learning about Podcasting
I have just created my first podcast. I experienced initial difficulties last week and put it all to one side for a few days. I checked blog postings on blogs I am following and found that Pauline had located an easy to use site (PodOmatic) and has also created a PMI for this digital tool. Thanks Pauline!
* low-cost, low-barrier tool
* subscription based
* content can be filtered to specific needs
* can be transferred between mobile devices
* allows content to be delivered as soon as it is available
Chan, Lee and McLoughlin (2006, p. 113)add that the use of podcasts create a sense of community and provide an additional learning modality. The concerns of podcasts as a pedagogical tool are limited although include questioning pedagogical soundness and the risk of decreased class attendance.
In a Primary school context the use of Podcasts in and out of the classroom would certainly be engaging for digital natives. The opportunity to don headsets or earphones and tune in to a personal space would appeal. In my son's Year 6 classroom podcasts have been used for delivering spelling on a group rotational basis and as an option for presentation of group projects (the students recorded their findings orally rather than as printed text). Oh! And then there's all these other reasons for including podcasts in your classroom...
Image created by Silvia Rosenthal Tolisano and retrieved from http://langwitches.org/blog
More learning about Podcasting
I have just created my first podcast. I experienced initial difficulties last week and put it all to one side for a few days. I checked blog postings on blogs I am following and found that Pauline had located an easy to use site (PodOmatic) and has also created a PMI for this digital tool. Thanks Pauline!
Pedagogical Purpose of PowerPoint
In thinking about the pedagogical purpose of PowerPoint I have reflected on the ways in which I have seen PowerPoint used at University and the PowerPoints I have assisted in creating to support assessments.
It seems to me that PowerPoint in a classroom supports oral language with written text and visual images. It acts as a summary of information and students become aware (possibly indirectly) of how large amounts of spoken language can be summarised into succinct dot points. PowerPoint presentations also aid in the sequencing of information.
PowerPoint slides can be built by individuals for their particular part of a topic and collated for the final presentation to give one overall look and feel thereby creating a collaborated group project. Nice!
It seems to me that PowerPoint in a classroom supports oral language with written text and visual images. It acts as a summary of information and students become aware (possibly indirectly) of how large amounts of spoken language can be summarised into succinct dot points. PowerPoint presentations also aid in the sequencing of information.
PowerPoint slides can be built by individuals for their particular part of a topic and collated for the final presentation to give one overall look and feel thereby creating a collaborated group project. Nice!
Sunday, August 15, 2010
A reflection...
15/08/10 at 6am: Unable to sleep I have been pondering the stress I am now feeling as I realise that time has marched on and I am yet to follow or comment on my peer’s blogs. I have been lurking in the background, observing and wondering – but not doing. This digital world seems to foster a need of urgency, of speed, of ‘MUST do it now or else’ fervour. This is not who I am. I am a thinker, a quiet achiever, an observer.
One thing that keeps coming to me is ‘learning in a classroom should relate to real-life.’ At the moment I am struggling to see how the learning I have achieved in the past four or five weeks has been real-life for me. I can see how to use ITC in a classroom and will most definitely use ITC in a classroom – but the pressure of doing it all in such a short space of time is unreal. Don’t get me wrong – I do like ITC – I like the connection with knowledge and information, I marvel at the programs that allow me to create movies and presentations and I enjoy the convenience of being in touch with my family and friends whenever I or they choose, either in real time by Skype or via email. I guess I am just finding it difficult to keep up with the urgency of it all.
A further thought is that as a person who values private thoughts the very public domain of the internet has challenged me to step out of my comfort zone and enter unfamiliar territory. Fear of ridicule and being judged is hard to conquer although I am slowly realising that it is not judgement that is offered – it is support. This goes back to my intrapersonal learning style and hesitation at ‘quipping a comment’ in writing that can be read differently by people (an early email experience in business made me aware of the need to carefully consider what and how things are said (written) – but that’s another story. A friend who is visiting at the moment and whose business is IT discussed with me his similar feelings of exposing your knowledge and your innermost thoughts to the world as somewhat confronting initially. Then he realised that when he was blogging he was writing for himself – not anybody else – so it didn’t matter what other people thought – it was for him and he just needed to record his knowledge and information somewhere – a timeline of thoughts.
I have also thought about how connection to the internet and in particular the download speed affect and shape your relationship with the wired world. Living remotely and relying on a satellite connection that is sometimes not reliable has proved taxing at times. Staring at a screen waiting for information to appear has cost me valuable time in this subject. As I write I am planning to spend a day at Noosa in the computer lab this week to alleviate some of my frustrations and I trust that it will not be too late to follow and comment on others blogs…?
One thing that keeps coming to me is ‘learning in a classroom should relate to real-life.’ At the moment I am struggling to see how the learning I have achieved in the past four or five weeks has been real-life for me. I can see how to use ITC in a classroom and will most definitely use ITC in a classroom – but the pressure of doing it all in such a short space of time is unreal. Don’t get me wrong – I do like ITC – I like the connection with knowledge and information, I marvel at the programs that allow me to create movies and presentations and I enjoy the convenience of being in touch with my family and friends whenever I or they choose, either in real time by Skype or via email. I guess I am just finding it difficult to keep up with the urgency of it all.
A further thought is that as a person who values private thoughts the very public domain of the internet has challenged me to step out of my comfort zone and enter unfamiliar territory. Fear of ridicule and being judged is hard to conquer although I am slowly realising that it is not judgement that is offered – it is support. This goes back to my intrapersonal learning style and hesitation at ‘quipping a comment’ in writing that can be read differently by people (an early email experience in business made me aware of the need to carefully consider what and how things are said (written) – but that’s another story. A friend who is visiting at the moment and whose business is IT discussed with me his similar feelings of exposing your knowledge and your innermost thoughts to the world as somewhat confronting initially. Then he realised that when he was blogging he was writing for himself – not anybody else – so it didn’t matter what other people thought – it was for him and he just needed to record his knowledge and information somewhere – a timeline of thoughts.
I have also thought about how connection to the internet and in particular the download speed affect and shape your relationship with the wired world. Living remotely and relying on a satellite connection that is sometimes not reliable has proved taxing at times. Staring at a screen waiting for information to appear has cost me valuable time in this subject. As I write I am planning to spend a day at Noosa in the computer lab this week to alleviate some of my frustrations and I trust that it will not be too late to follow and comment on others blogs…?
Sunday, August 8, 2010
My Weebly Website
Creating a website to use as a learning tool that guides students through a particular process is like building a personal library in your classroom. Often websites are unavailable for students in an education setting because of the limits and restrictions applied to web access. By using information (referenced of course) from other (valid) sites on your own website, your students will not miss out on information that is helpful and makes meaning of a particular topic or subject. Alternatively, students could build their own websites to showcase the knowledge they have built around a particular subject. The world becomes their oyster! Here's the link to my Weebly website - at the time of writing it truly is in it's infancy - but stay watching - you never know where this will end up...
OK, so when I am in "Edit Posts" the link to my website appears but when I refresh my blog page it isn't anywhere to be seen! Let's try again...
No, that didn't work either. So here's my website address - in plain text so you will have to copy and paste - sorry:(
http://elearninginaction.weebly.com
OK, so when I am in "Edit Posts" the link to my website appears but when I refresh my blog page it isn't anywhere to be seen! Let's try again...
No, that didn't work either. So here's my website address - in plain text so you will have to copy and paste - sorry:(
http://elearninginaction.weebly.com
I love Wordle
I have to say that I have used Wordle before to create gifts for family and friends - a Wordle about them, their traits, likes, interests and quirkinesses! I can see that Wordle in a classroom would be a fun way to get to know your kids - think of it as a profiling tool where kids write about themselves - what an insight! Wordle would also help to define terminology of a topic to demonstrate declarative knowledge...
title="Wordle: eLearning">
alt="Wordle: eLearning"
style="padding:4px;border:1px solid #ddd">
title="Wordle: eLearning">
alt="Wordle: eLearning"
style="padding:4px;border:1px solid #ddd">
Having fun with Voki!
I'm starting to plan a SOSE unit for a Year 3/4 class working in the Political and economic systems strand. I like the idea of using a Voki to engage the students in a subject that might not be very appealing to them. Working with an animated character will add some intrigue and fun to the topic. I can see the Voki introducing each lesson and setting out the tasks to be completed - it's like having another teacher in the classroom - one that Year 3/4 students will relate to and enjoy seeing each week. Using a Voki will help with classroom climate as well as classroom tasks!
Sunday, August 1, 2010
What's a wiki?
I have created an account as a wiki site developer! Here is the link to my (yet to be developed) site:
http://elearning-in-action.wikispaces.com
And I have learnt that the difference between a BLOG and a WIKI is quite simple really. A BLOG is created by an individual who maintains the ability to block or deny access or comments by others whilst a WIKI actually invites and encourages others to add content or edit the site. Both Blogs and Wikis can contain text, images, videos, links to other websites, and so on. I have to admit to having an online look at other definitions and particularly liked the explanation offered at Answers.com: http://wiki.answers.com/Q/What_are_the_differences_between_a_blog_and_a_wiki
Using Wiki's in a classroom would allow experts to assist with content development. For example, in a primary classroom this could involve student's developing a "Healthy eating and physical activity" Wiki and receiving input from HPE specialist teachers, personal trainers, nutritionists and other health professionals, and linking to sites such as the Australian Institute of Sport. Following on from the Engagement Theory of Kearsley and Shneiderman (1999), assuming this topic has been chosen by the learners themselves, then use of a Wiki to guide the learning journey would involve the students working to construct support (Dimensions of Learning, Dimension 3) and take a position on the issue of health and physical activity as it pertains to them. Marzano and Pickering (2006, p. 160) state that student engagement is increased when students take a position on an issue they wish to support. I think a Wiki is a valuable tool for engaging students, scaffolding learning and monitoring understandings as they develop.
http://elearning-in-action.wikispaces.com
And I have learnt that the difference between a BLOG and a WIKI is quite simple really. A BLOG is created by an individual who maintains the ability to block or deny access or comments by others whilst a WIKI actually invites and encourages others to add content or edit the site. Both Blogs and Wikis can contain text, images, videos, links to other websites, and so on. I have to admit to having an online look at other definitions and particularly liked the explanation offered at Answers.com: http://wiki.answers.com/Q/What_are_the_differences_between_a_blog_and_a_wiki
Using Wiki's in a classroom would allow experts to assist with content development. For example, in a primary classroom this could involve student's developing a "Healthy eating and physical activity" Wiki and receiving input from HPE specialist teachers, personal trainers, nutritionists and other health professionals, and linking to sites such as the Australian Institute of Sport. Following on from the Engagement Theory of Kearsley and Shneiderman (1999), assuming this topic has been chosen by the learners themselves, then use of a Wiki to guide the learning journey would involve the students working to construct support (Dimensions of Learning, Dimension 3) and take a position on the issue of health and physical activity as it pertains to them. Marzano and Pickering (2006, p. 160) state that student engagement is increased when students take a position on an issue they wish to support. I think a Wiki is a valuable tool for engaging students, scaffolding learning and monitoring understandings as they develop.
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