Hello Bloggers!
I have created a sample classroom website. This is part of my assessment for my e-learning course. It can be accessed here: http://whats-in-the-box.weebly.com/
I have also created a sample wikispace that can be modelled for a Senior Hospitality class. This is part of my assessment for Senior Phase of Pedagogy. It can be accessed here: http://mrs-lamb.wikispaces.com/home
Enjoy!
Annette's Blog - FAHE11001
Student Blog for course FAHE11001 (Bachelor of Learning Management) at CQU.
Tuesday, 2 April 2013
Monday, 7 January 2013
Review and Feedback
Greetings Bloggers. I'm currently completing an education course on assessment and reporting. I am hoping to get feedback on the sample formative assessment item below.
Any suggestions or comments?
Saturday, 22 December 2012
Reflective Synopsis
Since
the industrial revolution, the level of technology in the world has rapidly
advanced; increasing productivity, as well as improving and changing the way
mankind lives. The advent of computers and the internet in the 20th
century marks perhaps the greatest change in the way we learn, interact and
teach. Students in the classroom today, live and learn in a completely
different technological environment than their parents. Born into this world
with fingers primed for the keyboard, these ‘digital natives’ (Prensky, 2001),
seek a different way of engaging and learning in the classroom. E-learning can
provide this new means of engagement and can allow for enhanced and improved
teaching and learning strategies within a pedagogically sound framework.
Within
this reflective synopsis, I will explore these concepts and theories of e-learning,
and how they can advance, facilitate and support learning within my classroom.
This analysis will include the legal, ethical and safety considerations, the
collaborative construction of knowledge and the importance of pedagogy within
the digital age. As a learner manager in the 21st century, I must
ensure that I embrace digital technology for my learners. To this end, this is not simply a matter of
merely integrating information communication technologies (ICTs) into the
classroom. It involves understanding the way digital pedagogy transforms
learning. As Bill
Gates has famously stated,
“Technology is just a tool. In terms of getting the kids
working together and motivating them, the teacher is the most important”.
Thus,
the use of ICTs in the classroom should be used as a means of improving
learning outcomes and not just because the technology exists. Without proper
pedagogy there is no benefit for learners.
ICTs
give teachers greater ability to create activities for different learning
types. For instance, students can engage in collaborative formats, as well as
in individualised options. There are also different formatting options in terms
of colour, design, visual content and auditory content to suit preferred
learning styles (Lamb,
2012). This brings teaching out of the ‘one size fits all’ era. There is a
greater focus on a student-centred approach, as opposed to all learning
experiences centring on the teacher’s knowledge alone. The use of ICTs creates
a learning environment that makes it easier for all students to achieve required
learning outcomes.
The
learning theories that explain how learners learn are essential to any synopsis
on e-learning and are fundamental for my consideration for application in the
classroom. As I referred to in an earlier
blog entry, social constructivism is one the most influential learning
theories. Vvygotsky (1978), a social constructivist, considered that through
the support of others, students
can move beyond what they currently know, to construct new knowledge (zone
of proximal development). This theory also paved the way for the theory of
connectivism. Connectivism focuses on how knowledge does not just exist in the
head of an individual; rather it exists in the world. Siemens (2005) considers
this theory to be the approach for the ‘digital age’, as with rapidly advancing
technology, there is greater value in providing students with the means of
accessing knowledge, as opposed to endeavouring to learn and experience
‘everything’ (Lamb,
2012). Both theories play an important role in e-learning and in particular the
collaborative construction of knowledge.
There
are now a range of technologies that can support and further the social
construction of knowledge. One e-learning technology is wikispaces. This is an
online collaborative platform that allows the teacher to create forums and
discussions to explore topics, concepts and ideas. As discussed in my
week 3 blog, I can use this tool to carefully create a scaffolding in order
for students to construct ideas and build off each other’s ideas, in a
realistic scenario (Snowman et al., 2009, p341). For instance, students in my hospitality
class could use a PMI scaffolding in a forum to explore the strengths and
weakness of luncheon task they were required to undertake. They could then
provide recommendations for future events in a separate forum. Students can
read and build upon each other’s comments. This tool provides them with access
to a network of knowledge to enhance their learning experience.
When
constructing these e-learning tools teachers must ensure they incorporate good
pedagogy. Digital pedagogy involves the classroom focus shifting from ICT tools
and skills themselves, and to a way of
working in the digital world that creates quality learning experiences facilitated
by ICTs (Education Queensland, 2008, p3). For instance, the scaffolded forums
in the wikispaces should be authentic and embedded in real world contexts that
allow students to undertake problem based learning using high order thinking
(Bloom’s Taxonomy).
Of
course, as Mishra and Koehler outline in the TPACK (Technology, Pedagogy and
Content Knowledge) framework, the use of these productive pedagogies in innovative
and flexible technology platforms could still inhibit enriched learning
experiences if the technology and pedagogies are inappropriate for the content
and contexts. There should be a balance of these three areas in a way that
compliments each other. For instance, e-learning tools of Glogster,
Prezi
and PowerPoint
have the potential to detract from the learning experience as content can be sidelined
by the innovative technology. Often the
solution to such issues is to nominate the content first, and then consider what
e-learning platforms and pedagogies that are likely to facilitate the most
advantageous learning experience (CQUniversity, 2012).
Whilst
the move to e-learning undoubtedly has a range of learning benefits, there are
many social considerations that policy makers and teachers must keep in
contemplation. As new technologies are developed and teachers implement them
into the classroom, there is a need to ensure that an inclusive education
system is maintained. Marginalised and lower socio-economic students may not
have access to e-learning outside the classroom and may have greater difficulty
than other students in using such technologies. Teachers must ensure they
respond constructively to the needs of these students when formulating
e-learning activities (Education Queensland, 2005, p2).
Before
the teacher allows students to engage with e-learning technologies in the
classroom, they must ensure that the students are aware of legal, ethical and
safety considerations for internet usage. This information should be given at
regular and appropriate intervals throughout the year in conjunction with
school policy. One major safety consideration for students is the accessing of
inappropriate material, including pornographic, sexually explicit material and materials
that encourage dangerous activities (CQUniversity, 2012). Teachers can minimise
these risks by ensuring the ‘safe search’ function is enabled on classroom
computers. Students should also be made
aware of the dangers of posting personal information online and issues relating
to online stranger danger, in particular on blogs and wikis. This was explored
in the week
3 blog on wikis. Cyber bullying is also another issue that can occur in these
e-learning platforms as well as on mobile phones and social networking sites.
Students must be made aware of cyberethics when engaging in e-learning
activities (CQUniversity, 2012) and of the legal consequences of online harassment
and the posting of inappropriate and untruthful comments, including defamatory
proceedings.
Copyright
issues are another important consideration for both students and teachers. The fair
use rule stipulates that only 10% of a piece of work maybe copied for educational
purposes, including digital works. These works should always be acknowledged
appropriately. In preparing online activities for students in my English class,
there are many ways I could approach issues relating to copyright, should I
need students to read a quantity of text that is greater than 10% on a website.
Rather than copying the content onto the blog or wiki, I could provide hyperlinks
to the content for students (Smartcopying, 2012). It is important that I model the
appropriate ethical and legal behaviours for my students to replicate. If these
behaviours occur in the online classroom, then students will be able to learn
in a safe, secure and academically sound environment that can assist in
maximizing their learning experiences.
In
summary, e-learning has revolutionised the way students learn in the classroom.
It can provide the opportunity for learning through the strategic interplay of
individual (reflective) and collaborative (social constructions of knowledge),
where both processes allow the individual to learn through the evaluation of
ideas and points of view. It can support, facilitate and enhance learning
outcomes and provide new and exciting ways of engaging learners. Of course, the
use of these technologies brings with it challenges including social, legal,
ethical and safety considerations. There is also a need to ensure that there is
a balance of technology, pedagogy and content knowledge in manner that facilitates
the best learning outcomes. As technology continues to grow and expand,
learning managers must ensure that they stay abreast with changes for their
students. As Stewart
Brand famously stated,
“Once a new technology
rolls over you, if you’re not part of the steamroller, you’re part of the road”.
As
a learning manager in the 21st century it is my role to be in the
driving seat of technological change in our classrooms in a way that maximises
the learning potential for all students. No longer can the teacher be the sole disseminator
of knowledge. They are one component of an ever changing learning network.
References
CQUniversity Australia. (2012). Bloom’s Taxonomy. Retrieved from CQUniversity Course Resources
Online FAHE11001
http://moodle.cqu.edu.au/mod/page/view.php?id=60622
CQUniversity Australia. (2012). TPACK. Retrieved from CQUniversity Course Resources Online FAHE11001
CQUniversity Australia. (2012). Working legally, safely and ethically online: the issues. Retrieved
from CQUniversity Course Resources Online FAHE11001 http://moodle.cqu.edu.au/mod/page/view.php?id=60623
Education Queensland. (2005). Inclusive Education Statement. Retrieved from http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf
Education Queensland. (2008). SMART Classrooms BYTES. Retrieved from
http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
Lamb, A. (2012). Annette’s
Blog – FAHE11001. Retrieved from http://s0194160cqu1.blogspot.com.au/
Mishra, P., Koehler, M.J. (2006). Technological
Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record 108 (6),
p.10117-1054. Retrieved from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizion, 9(5), 1-6.
Siemens, G. (2004). Connectivism: A
Learning Theory for the Digital Age E-learnspace. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
Smartcopying. (2012). What
can a teacher do on a wiki or blog?. Retrieved from http://www.smartcopying.edu.au/scw/go/pid/946
Snowman, J., Dobozy, E., Scevak,J., Bryer,F., Bartlett,
B,. & Biehler. (2009).Psychology Applied to Teaching (1st ed). Milton
Queensland Australia: John Wiley & Sons.
Sutherland, R., Armstrong, V., Barnes, S., Brawn, R.,
Breeze, N., Gall, M., … Johnw, P. (2004). Transforming teaching and learning:
embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425.
Vvgotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Cambridge: Harvard University Press.
Friday, 7 December 2012
Week 6 - Engagement Activities - Mobiles, ZooBurst and Bubbl.us
Engagement Activities
Mobile phones are the device that all students have in
their pockets in the 21st century. They constantly have access to a
range of means of communication and networks, including via text, chat and
facebook on their phones. Therefore it only makes sense that teachers be encouraged
to use them in the classroom to keep the students engaged. How to use them, in
a way that is safe and non distracting may initially seem difficult. But there
are many ways they can be used constructively in the classroom.
As Michael Soskil discusses if we are preparing students
for the real world, then they should be encouraged to use mobile phones which
are tools that are essential in the modern business world. A humorous and
interesting analogy can be drawn with a statement by Delores Umbridge in the
Harry Potter series. Professor Umbridge informs her Defence Against the Dark
Arts class that for their practical class they will not be using their wands: “Children,
put away your wands. You won’t be needing them”. The students all become disheartened
and disengaged with their lesson at this point.
In a hospitality class, the camera on a mobile phone can
be used to take photos of student’s dishes. The students can then upload their
images onto a range of mulitimodal platforms, including facebook, Instagram,
blogs and wiki. Below is an example of a pumpkin soup dish that I have prepared and taken a photo
of on my mobile. I then uploaded it to the computer using Bluetooth.
Another function on a mobile phone, is to use it as a
video camera. This could be utilised in the classroom, where students can visually
record their preparations of making a dish, and upload the recorded step by
step instructions on how to make it. Below is a very short application of this
example that I created.
ZooBurst is an online animated booklet that will inspire students
to engage and create a 3D booklet on any topic given by the teacher. This fun
and easy program can be used by all students of varying literacy levels,
including students with learning difficulties, as they can put together
pictures to make a story with minimal writing. Students are able to work individually
or collaboratively to produce a booklet.
Working in groups students can
share ideas and start to put together their animated booklet. In the area of Home
Economics, it can be used to show fellow students the steps involved in making a recipe.
With ZooBurst we must ensure that as
teachers we scaffold the learning in such a way that students are able to
achieve the desired learning outcomes and not become too distracted by the ‘bells
and whistles’ of this web tool.
Bubbl.us is an online concept mapping web tool that helps
students to organise their thoughts and formulate ideas. This virtual medium
allows students to engage in abstract and complex interaction in an exciting
manner. For example, in a hospitality class students could be asked to use
bubbl.us to create a concept map that can be used to help design a themed dinner
menu. Students would explore the theme using the concept map, and create links
to possible dishes and designs, and make choices as to what is the most suitable
for the occasion. One of the advantages of using this web tool is that it can
be accessed from home so that students can continue their learning outside the
classroom. However, the web tool bubbl.us, whilst providing a useful way of students
organising their thoughts and ideas online, in essence, it is no different to
the Smart Art tool in a basic word
document.
As teachers, we are always trying to find ways to engage
student. Therefore by incorporating these animated webs tools in the classroom,
students will be willing to learn and participate in a variety of ways to help
achieve their learning outcomes
(This is an example of a basic ZooBurst that I created.)
Friday, 30 November 2012
Week 5 - Engagement Activity - Glogster
My Glogster
Glogster EDU is an online scrapbooking program, that provides a new way of engaging ICTs within the classroom. Students are able to upload photographs and information to a secure online site only accessible by teachers and students in the class. Students can also embed yuoutube clips onto their page. It could be utilized in a home economics classroom, where students could be asked to create posters for healthy eating programs for young children, showing pictures of various healthy eating options with fun, relevant information.
Glogster EDU is an online scrapbooking program, that provides a new way of engaging ICTs within the classroom. Students are able to upload photographs and information to a secure online site only accessible by teachers and students in the class. Students can also embed yuoutube clips onto their page. It could be utilized in a home economics classroom, where students could be asked to create posters for healthy eating programs for young children, showing pictures of various healthy eating options with fun, relevant information.
Glogster
|
||
Pluses
|
Minuses
|
Interests
|
Safe and secure method
of online learning
|
Potential for students
to focus too much on the presentation side of things, and not enough on
content.
|
Can be embedded into
wikis and blogs.
|
Can embed youtube clips
and photographs.
|
The scrapbooking design
is probably more suited to junior schooling than high school.
|
|
Creative and engaging.
|
|
|
Teachers can easily access
and monitor student progress.
|
|
|
Week 5 - Engagement Activity - Prezi
My Prezi
Healthy Choices on Prezi
The benefits of using Prezi
are that it is user friendly and that it is also very quick to make a
presentation. Students are able to embed Youtube clips, photos and write speech
bubbles. Another interesting thing about Prezi is that you can manipulate the
outlay of your presentation. When designing your presentation there are tools
on it that let you select different formatting and layout options that can
enhance one’s presentation. The students will definitely engage in this type of
technology as students will be able to create an interesting and exciting way
to present their information for oral presentations. Students will engage not
just as the creator, but also when listening to other students presentations,
in particular with the ‘edit path’ option.
Prezi
|
||
Pluses
|
Minuses
|
Interests
|
Easy to use/user
friendly.
|
Potential for students
to focus too much on the presentation side of things, and not enough on
content.
|
Students can select from
range of predesigned layout options.
|
Variety of ways to
present information.
|
Possibly distracting for
viewers.
|
|
Highly engaging: both as
a creator and viewer.
|
|
|
Is less ‘linear’ than
powerpoint presentations.
|
|
|
Thursday, 29 November 2012
Week 5 - Engagement Activity - PowerPoint
PowerPoint
PowerPoint is a fun, easy and engaging way for students to be creative with ICTs. Students are able to use PowerPoint slides to enhance an oral presentation and also gain valuable experience with a widely used business presentation programme. The program also can assist more timid students. For instance, some students have difficulties facing an audience and presenting their topic, so the students are able to add voiceovers to their presentation to save them from the stress of performing in front of a crowd. This can assist in preventing the student from not achieving at their full potential.
PowerPoint is a fun, easy and engaging way for students to be creative with ICTs. Students are able to use PowerPoint slides to enhance an oral presentation and also gain valuable experience with a widely used business presentation programme. The program also can assist more timid students. For instance, some students have difficulties facing an audience and presenting their topic, so the students are able to add voiceovers to their presentation to save them from the stress of performing in front of a crowd. This can assist in preventing the student from not achieving at their full potential.
The use of the storyboard
(Engagement Activity 2, Tutorial 1) set up is also great idea so that students
can follow through on ideas and then start to put their power point
presentation together in a logical order. However, these do not just have to be
used in ‘mundane’ oral presentations. Students can also create interactive PowerPoint’s.
For instance, students in a junior home economics class could create an
interactive powerpoint dinner menu. The dishes available could be all listed on
one page, and a hyperlink could link the name of the dish to another slide that
has more information about it. A ‘return’ hyperlink could then return the user
to the menu home page again.
PowerPoint
|
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Pluses
|
Minuses
|
Interests
|
Easy to use/User
Friendly
|
Potential for students
to focus too much on the presentation side of things, and not enough on
content.
|
Hyperlinks can be used between
slides to create interactive powerpoints.
|
Prepares students for the
real world. Application in a business context for presentations.
|
Possibly distracting for
viewers.
|
|
Interactive powerpoints
can be engaging for both the creator and viewer.
|
Not as engaging as
Prezi.
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