Glogster

This is an example of what students would be creating (advertisement)
If you are having trouble with the Glogster Loading, right click and select encoding then, Western/European

Skype Example

Reference:

MyCompWorks. (2011). How to video chat with Skype! [Screen cast presentation]. Retrieved from, http://www.youtube.com/watch?v=ltl0xcyDoNQ

Year Five Cake Stall/Student Blog Example

Students use this space to reflect weekly on the decisions in which they have made and  their research findings (if interesting). Students also may wish to upload any ICT creations such as, glogsters, tables, charts, images and videos.

For a comprehensive evaluation of Blogs click here.

Example:

17th May 2013

Today, my partner and I went on a tour of the local bakery. As the local bakery was a very small shop, only two students were able to participate in a guided tour and cooking class. Akica and I were the choosen students to go as we are going to manage and undertake all of the cooking for the cake stall. So that the rest of the class (team) could see what happened we took our iPhones and used the video recorder, voice memos and the camera in order to capture; the steps in order to make a cake, explict instructions and tips from the baker and photos of the end results and icing techniques. See below for these artifacts.

Here is a video containing tips in which we noted from our trip to the Bakery (short example);

See below for Part One of Baking a Cake (this was made in Animoto but was uploaded to YouTube).



Authentic Task Design

10 design elements are suggested for the design of authentic tasks in web-based learning environments:

1. Authentic tasks have real-world relevance Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualised or classroom-based tasks.
2. Authentic tasks are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity Problems inherent in the tasks are ill-defined and open to multiple interpretations rather than easily solved by the application of existing algorithms. Learners must identify their own unique tasks and sub-tasks in order to complete the major task.
3. Authentic tasks comprise complex tasks to be investigated by students over a sustained period of time Tasks are completed in days, weeks and months rather than minutes or hours, requiring significant investment of time and intellectual resources.
4. Authentic tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources The task affords learners the opportunity to examine the problem from a variety of theoretical and practical perspectives, rather than a single perspective that learners must imitate to be successful. The use of a variety of resources rather than a limited number of preselected references requires students to detect relevant from irrelevant information.
5. Authentic tasks provide the opportunity to collaborate Collaboration is integral to the task, both within the course and the real world, rather than achievable by an individual learner.
6. Authentic tasks provide the opportunity to reflect Tasks need to enable learners to make choices and reflect on their learning both individually and socially.
7. Authentic tasks can be integrated and applied across different subject areas and lead beyond domain-specific outcomes Tasks encourage interdisciplinary perspectives and enable diverse roles and expertise rather than a single well-defined field or domain.
8. Authentic tasks are seamlessly integrated with assessment Assessment of tasks is seamlessly integrated with the major task in a manner that reflects real world assessment, rather than separate artificial assessment removed from the nature of the task.
9. Authentic tasks create polished products valuable in their own right rather than as preparation for something else Tasks culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else.
10. Authentic tasks allow competing solutions and diversity of outcome Tasks allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures.

Reference:

University of Wollongong. (2005). Authentic Task Design, Framework. February 2013.

Retrieved from http://www.authentictasks.uow.edu.au/framework.html

Refelective Synopsis - Analysis of Digital Technologies

Today’s contemporary learner has been defined as one whom ‘demands’ a continuum of digital interaction and learning from the classroom to the home, work and recreational activities (Queensland Government, 2005). Many may instinctively view this statement as a stereotypical and irrational demand by members of generation Y, but is it? Are these students simply asking for their education and learning to transpire through a medium in which they can understand and construe? When this statement is re-evaluated, it only seems reasonable that the application of information and communications technology (ICT) is utilised and implemented so that every student has the best possible chance of interpreting, deciphering and comprehending content. E-learning can be seen as an alternative way of teaching and learning with Govindasamy (2001) describing it as ‘instructions’ in which are ‘delivered via any or a combination of electronic media’. Electronic media is comprised of the ‘Internet, intra and extranets, satellite broadcasts, audio, video, interactive TV, and CD-ROM’. Consequently, e-learning allows a harmonious amalgamation between content and efficiently teaching it in a way that is relevant to learners today. Through the application of e-learning a multitude of supportive and enhancing learning opportunities can be generated that are specific to the learning styles of students.  The identification of learning style diversities and the influence of theory on choices for selected ICT’s, is imperative to achieving the maximum potential of learning for students.  Through investigating literature written by Mergel (2001), I identified that each theory is relevant depending on the ‘situation and environment’ and each theory ‘overlaps’ with others (Theories). Equally, I have come to the conclusion that constructivism is the theory in which shapes the majority of our online scaffolding, and for the benefit of students Bloom’s Taxonomy and TPACK must be utilised as a framework for an appropriate digital pedagogy (Fasso, 2013)(Additional information). This synopsis details the identification of and reflection on digital e-learning tools (ICT’s) and specifically analyses them in congruence with their ability to be potentially applied to primary school students, in order to facilitate transformational learning. This identification and collection of fundamental ideas and tools was extracted from a thread of work in which I have compiled over the past five weeks.

I participated in a group Wiki dedicated to the inclusion of Mobile phones in the classroom. This activity was purposefully designed and allowed each participant to share their experiences and prior knowledge with other members. This activity is a prime example of the learning theory social constructivism (definition). Gaining knowledge and comprehension to this topic was founded upon the necessary social interactions with other students and as a learner I had to apply my own experiences and prior knowledge, to contribute additional information and to interpret other’s comments (Jonasson, 1991, cited in Mergel, 2001). Consequently due to incorporating productive pedagogy, similar and differing perspectives were gained by each individual answering the scaffolded questions and I was able to learn additional knowledge through another student’s prior knowledge and research. The strict scaffolding questions intentionally linked us to specific questions about mobile phones and their direct application to learning (Appendix one). This therefore allowed us students to practise complex thinking skills by ‘drawing out’ our ideas exactly on relevant content. Literature states that this ‘online collaboration tool’ aids in ‘building knowledge and full cognitive development’ (Vygotsky, 2013). (Please refer to the PMI chart for more on Wikis). In congruence with literature, I increased my knowledge base through strict scaffolding which will support a more comprehensive and unbiased perspective when discussing this implementation in future. Due to an exposure to this scaffolding, use of a collaborative wiki, personal beliefs and a found positive affirmation with current literature, I will use this type of activity in my primary classroom. By following the Digital Pedagogy Guides I will implement wikis to support my teaching as it will suit all learners (DETE, 2012a). Firm adherence and consideration of ‘conflict of interest, breach of legal implications, ineffective resource usage, breach of duty of care and cyber bullying’ will occur throughout the application of the tool (Department of Education, Training and Employment, 2012).  

Blogs are a fantastic user owned interactive space in which permit students to participate in deep learning through engagement and collaborative feedback. Blogs also reflect the learning theory of social constructivism as learning is a derivative of social interaction. The productive pedagogy of ‘student controlled learning’ applies directly to this digital tool (c) DETE, 2012). Additionally, I explored Wiki’s and websites but I felt more intrigued and virtually engaged through the formation and utilisation of my blog. I choose this tool as I love its features of a modern, single author, engaging, visually appealing ‘nook’ of a virtual world in which enabled me to learn through my reflections. Personal attributes also influenced my decision as a blog is sequential and chronological whereas a Wiki is the opposite and information is ‘simply erased, amended or added’ (Fasso, 2013) (PMI-Blog). Blogs empower students through engagement and reflection, which enables them to partake in a complex process including ‘analysis, evaluation and synthesis’ (Fasso, 2103). In accordance to literature, Blogs support learning by facilitating the application of scaffolding and critical thinking strategies including ‘PMI, de Bobo’s  Hats, Collaborate Authoring, SWOT analysis and Ranking Tool’ (Social constructivism) (Weblearn, n.d). Pedagogical advantages of using this technology in my classroom include students developing the required thinking in which I have set foundations for through scaffolding and the ability to comprehend learnt content. Thomas (2009) supports my reflections on blogs and likens them to a ‘catalyst for students to analyse and synthesise course materials’ (Appendix two). When uploading material onto Blogs it is vital that teachers and students follow copyright and intellectual property infringement orders set by their school (Department of Education, Training and Employment, 2012).

It is essential that learning experiences are constructed to cater for the diverse learning styles in the classroom. Digital video is an excellent choice in communicating, observing, analysing and reflecting on knowledge. Due to this, the tool is an example of congnitivism as these processes aid in mental processing and the transfer of information into the working memory (Fasso, 2012). Its effective incorporation of all learning styles such as visual, auditory, musical, logical and linguistic features broadens the amount of support in which the learning experience can encompass (Appendix three). Images and podcasting are effective however; why not combine the two for a tantalising learning experience? (Click for detail into the other tools) Digital video is competent in provoking interest, engagement and enjoyment, and has the ability to ‘contextualise’ the material in which is being taught. My acquired personal opinion and literature reflect similarities in which form the view that video is a ‘powerful technology for learning only when it is used effectively’ (Schwartz & Hartman, 2006, p. 10). By implementing this individualistic digital tool to assist in learning, 21st century students can be engaged (see) and it allows for further comprehension (think and wonder) via the ability to participate in complex reasoning and higher order thinking skills. This is an example of productive pedagogy and it is highly recommended that video is implemented into a primary setting (examples). By students creating a video their understanding of a topic and ability to comprehend can be assessed. Similarly with all tools, if information or images are taken from other sources, than referencing is essential in complying with legal requirements (Fasso, 2012). By ‘explicit teaching of ethical safe and legal’ use of these tools the teacher is abiding by professional practice (DETE, 2012a).

PowerPoint and it’s utilisation throughout the classroom as a supportive implement has made it a popular and effective medium in which knowledge can be reiterated, taught and comprehended. Personally, I was glad to revisit this well-known digital tool as I discovered that its application was much more complex than I had realised. This is why I have chosen this tool over the amazing and fun Prezi and Glogster. By implementing PowerPoint in the classroom a productive pedagogy can be produced as they are creative and highly engaging, in which aid in ascertaining student’s attentions through its highly visual characteristics (DETE, 2012c). As it allows for the embedment of audio, video and images each learning style is accommodated. Investigation into this tool allowed me to create interactive quizzes which enable the students to practise learnt knowledge and to assess understanding. This ICT tool incorporates the learning theory of cognitivism as it permits students to ‘chunk information’ which aids in retaining new knowledge. However, it was found that learners should also be creating PowerPoint presentations in order to support their learning in ‘complex, creative and inventive’ ways (Fasso, 2012). This was found to increase their ability to support understanding content through further explanation and by applying it to a 'real life' situation. It is highly recommended that PowerPoints are integrated into the classroom and can be done through the teacher and or students creating scaffolded interactive quizzes, drag and drop activities, manipulating images and animations. As the facilitator of learning, it is of extreme importance that appropriate copyright and legal issues are ‘modelled’ by you as a teacher so that students identify and also practice the correct behaviours (Fasso, 2012).

Interestingly, the Horizon Report (2011) affirmed some attention-grabbing statements in which seemed to characterise the learners of today’s digital age. ‘People expect to be able to work, learn and study whenever and wherever they want’. This statement is very realistic of today’s generation of learners and as teachers we are required to for fill this need with ‘mobile learning’ (Johnston, Adams, Haywood, 2011). I am privileged to have an iPod touch and an iPhone, and most students have access to a similar device. The utilisation of iPads and iPods is frequently becoming a standard learning aid in the classroom. This implementation reflects the productive pedagogy of ‘supporting learning in which is owned, controlled and managed by students themselves’ (DETE, 2012c).  Langwitches (2013) supports mobile tools in classrooms however challenges teachers to use them ‘beyond the apps’. It was found that for students to maximise their learning experience and to participate in deep knowledge through higher order thinking, activities must directly reflect the curriculum. By using these attention grabbing tools as additional aids in a primary context to support comprehension, students can practise critical thinking, transformative, personal learning, at any time or anywhere (Langwitches, 2013). By implementing this tool the teacher shows the application of digital pedagogy indicators set out by DETE (2012). This tool is an example of both social constructivism and connectivism as it is a 'theory for the digital age' (Fasso, 2012). Due to this tool being connected to the internet, it is vital that teachers are digilant in monitoring students ‘safety’ so that exposure to inappropriate material, stranger danger and cyber bulling are not permitted. ‘All teachers’ must adhere to the strict polices in which are formed by legislation (DETE, 2012b).

It’s time to embrace and implement e-learning, the benefits of these effective tools and broad pedagogy in which we are equipped with is fantastic at facilitating learning. Literature supports this concept and strongly urges for all teachers to provide these opportunities in order to establish and maintain a transformation of learning. It was established that teachers must know their learners and have an appropriate understanding of ICT, curriculum design and pedagogy so that each and every student is given the best possible opportunity to receive, relate, process and comprehend content in order to participate in deep learning.  

 

References

Mergel, B. (2001). Instructional Design & Learning Theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Department of Education, Training and Employment (DETE). (2012a). Digital Pedagogy Guides. Retrieved from http://education.qld.gov.au/smartclassrooms/developing-professionals/elearning-frameworks/index.html

Department of Education, Training and Employment. (DETE). (2012b). Teacher and Student Web Page. Retrieved from http://education.qld.gov.au/web/schools/riskman.html

Department of Education, Training and Employment. (DETE). (2012c). Using the Productive Pedagogies. Retrieved from http://education.qld.gov.au/qcar/curr-pedagogical.html

Fasso, W. (2012). Working Legally, Safely and Ethically Online: the Issues. EDED20491 – ICT’s for Learning Design: Study Guide. Rockhampton, Qld: CQUniversity, Australia.

Govindasamy, T. (2001). Successful Implementation of e-Learning: Pedagogical Considerations. The Internet and Higher Education, 4(3), 287-299. Doi: 10.1016/S1096/cmaj.7516(01)00071-9

Hanson, T (2009, October, 9). Using Blogs to Enhance Learning – Some Helpful Tips [Web log post]. Retrieved 5, April, 2013, from http://www.openeducation.net/2008/10/10/using-blogs-to-enhance-learning-%E2%80%93-some-helpful-tips/

Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.

Queensland Government. (2005). A Contemporary Effective Learner. Retrieved from http://staff.learningplace.eq.edu.au

Queensland Government. (2005). Contemporary Learning: Learning in an Online World Curriculum Corporation. Retrieved from https://staff.learningplace.eq.edu.au

Schwartz, D, Hartman, K (2006). It is Not Television Anymore: Designing Digital Video for Learning and Assessment. School of Education, Stanford University. Retrieved from CQUniversity e-courses, EDED20491 ICT’s for Learning Design, http://moodle.cqu.edu.au/mod/page/view.php?id=115360

Weblearn (n.d). Learn Online: Critical Thinking Ideas. Retrieved from http://weblearn.weebly.com/critical-thinking-ideas.html

Appendix One

Consequently, by using this digital pedagogy a greater understanding of the topic at hand was gained and it cued responses to be specific. This in turn allowed the discussion to have ‘depth’ as a large range of perceptions were voiced.

Appendix Two

By evaluating the above table we can see that the positives of using Blogs as learning facilitators literally out way the negatives. It is important to note that Blogs must be learner-centred and this is achieved by the guidance of activities by the teacher. By using thinking tools or deliberately structured questions, the teacher is able to shape student’s thinking and guide them through the required learning experience. Very sneaky! It can be concluded that Blogs would be excellent in the higher year levels of primary school students, and can be implemented as tools in which creative writing, assessment tasks and group work can be based on.

Appendix Three

In other words, it allows the learner to be supported by visual and verbal aids in which build meaning but also allow for different levels of interpretation. This therefore makes the student participate in complex reasoning processes as they construct their own understanding by linking prior knowledge to this digital source

Week Six - Reflection on iDevices

Today many children and teenagers have mobile devices such as iPods, iPads, iPhones, or other generic versions of these. These devices are designed for the user to participate in some form of interaction, communication or pleasure at anytime or anywhere around the world. As technology evolves we can see the emergence of these ‘daily’ tools throughout schools and classrooms. However, just because children interact with these digital implements at home, are they necessary in order to facilitate learning? Are the demands of the contemporary learner unreasonable? Or would this implementation of technology support a continuum of learning from the classroom to the home?  Take for example an iPad, these are readily becoming available to students in classrooms as devices that support ‘thinking, wondering, discussing, and collaboration’. Functions such as a notepad, calculator, calendar, camera, clock and available storage space can be useful to primary students in creating and recording data. Applications of all genres are available for download and storage on these devices and are very popular. Some of these are educational, engaging and fun to use. However, I personally agree with Langwitches’s statement that as teachers we should ‘use iPads beyond apps’ and the use of these devices must relate directly to the curriculum. Furthermore the focus of using this technology should be on how they utilise it in order to gain further comprehension of content, and merely not just for practicing isolated skills such as spelling, memorisation and participating in quizzes. Langwitches recommends the use of these tools so that students can participate in:

• Practicing skills as a modern learner
• Critical thinking
• Personal learning
• Transofmative learning
• Workflow fluency
• Anytime/anywhere/anyhow
• Creating

(2013)

Examples of Educational Apps:

English

·         Adode Reader

·         Dictionary.com

·         Little Story maker

·         A+Spelling Test

Maths

·         Motion Maths

·         Calculator Pro

·         Fractions Basic

·         Skill Builder Numeracy

Geography

·         I Learn: continents and oceans

·         Google Earth

·         ArcGIS

I thought this movie reiterated  what I was talking about to some degree!

References 

Landwitches. (2013, February, 3). How Does iPad Workflow Fluency Look Like in Kindergarden? [Web log post]. Retrieved April 1, 2013, from http://langwitches.org/blog/?s=i+devices

Professorchip. (2012). iPad Everywhere. [Screen Presentation]. Retrieved from http://www.youtube.com/watch?v=AGVTp7eCWBo