Kearsley and Shneiderman (1999( identified that for students to learn effectively they must be engaged in whatever it is they are learning. Students now need to have a deeper understanding and take ownership of their learning. They need to be involved in deciding what the project is will be working on, how they will communicate with others and research the topic and then present their final product to those outside of their classroom.
The learning engagement theory is based on three components:
1. Relate- students needs to work in small teams of 3+ individuals and collaborate when researching a topic
2. Create- students decide what it is they are going to work on and conduct their own project
3. Donate- students present their work to the wider community ie: local councils, local businesses etc.
The main point highlighted in Kearsley and Shneiderman's paper "Engagement Theory: A Framework for technology-based teaching and learning", is that the learning needs to be in an authentic context which will increase student motivation and satisfaction. "engagement theory places a great deal of emphasis on providing an authentic (i.e., meaningful) setting for learning, something not present in previous models" Kearsley & Shneiderman (1999, p. 2)
References:
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A Framework for technology-based teaching and learning. Retrieved March 14, 2010 from http://e-courses.cqu.edu.au
Hmmmmmm.....
Photo courtesy of Flickr. Retreived 11th April 2010
Saturday, April 24, 2010
Assignment 2- Reflective synopsis
EDED20491- ICTs for learning design Assignment 2 - Emma Plumb s0193584
Over the last two months I have surprised myself at how quickly I have learnt about amazing “new” technologies in this course, Information Communication Technologies (ICTs) in Learning Design. My learning has been student centred, based on two theories, which are The Learning Engagement Theory (Kearsley and Shneiderman, 1999) and Active Learning. This posting is a reflection on how I would use these theories and ICTs in my pedagogical strategies. I have linked these to my previous blog postings, where more detail is provided.
With the emergence of ICTs, over the last twenty to thirty years, we are now living in the knowledge economy, where people need skills beyond education (Houghton & Sheehan, 2000). Firms and companies are looking for employees who have emotional/social intelligence as well as academic skills (Abraham, 2006). With this in mind, I will teach accordingly, as it is important for students seeking employment to be able to learn skills over time rather than having a huge amount of knowledge in one particular area. Therefore, I will be informing students they need to keep abreast of changes as the learners of today are more than likely going to have more than one job during their lifetime. As Sir Ken Robinson highlights, in his video, all students need to be given the opportunity to succeed, no matter where their learning preferences lie. For these reasons, as a teacher I will need to provide students with the opportunity to engage in Problem Based Learning (PBL) which is active learning where the learner takes ownership of their learning and they engage in higher order thinking skills.
My learning journey in school and university, some twenty plus years ago, was very teacher centred and I had very little opportunity to fully engage in subjects and receive the full benefit of the learning experience. Most of my classes were spent sitting at a desk with my teacher talking and using chalk to write on a blackboard. Today we have all sorts of wonderful technologies to help the learning experience enabling the focus to be student centred learning. An example of this has been with the use of Interactive Whiteboards (IWBs) in classrooms. Children will tend to jump at the opportunity to use them, becoming totally engaged in the lesson. Behaviour is a problem in schools where students are not engaged, whereas many schools today that regularly use IWBs, like Parkhurst State School, have very few behaviour issues. Last week, in my first teaching lesson, I incorporated ICTs by using an avatar, powerpoint presentation and an animation from YouTube and I noticed the behaviour was significantly better than the previous lesson where I was an observer and no ICTs were used. Here, I catered for a range of different learning styles by using audio-visual technologies and the class also participated in a kinaesthetic activity. My personality type and the way I learn, may affect my teaching style so I need to be constantly mindful of this when implementing my pedagogical strategies.
Students in classrooms today need to have a sense of belonging by having their needs met before they are able to be motivated to learn (Kunc 1992). I will need to consider my learners needs as they may not be full-filled which can have a profound effect on their learning ability. I have already seen examples of this in my EPL site, where children are abused in one way shape or form, or have parents who do not encourage them. Trying to boost these students’ self-esteem is very challenging for teachers and requires constant reassurance. The use of blogs, wikis, e.portfolios and avatars would all be beneficial for these students as a platform to express themselves and communicate with others.
Discussion forums have been vital to my learning in this course where my colleagues and I have created a Community of Practice. I hope some of us will keep in contact through a common medium, for example the Moodle discussion forums and blogs, and continue to support each other and share information in the future. I will be encouraging students to use blogs, e.portfolios and wikis so they can share information and ideas at any time of day or night. However, ICTs are not always accessible to everyone but this can be overcome by allowing students to learn from one another as shown in Sugata Mitra’s “Hole in the Wall” project. Incorporating ICTs into our pedagogical strategies can be very beneficial as most are accessible 24 hours a day 7 days a week. Students can use the internet and email for their study at home, university or other destination, enabling them to decide when and where they will learn. Recently I established a Delicious account, after Sally, a fellow GDLT student, told me to consider it. I now have my favourite websites at my fingertips no matter when or where I am working online.
This course has taught me how using technology can be linked to:
• The immediacy of learning, for example a google search in school by teacher or student using an IWB, will engage and interest all students.
• Authentic tasks and how important they are for student learning by engaging in activities learners are interested in. I can incorporate various KLA’s in an authentic task, for example using angles, time and distances in mathematics and then participating in a physics experiment creating rockets and calculating its maximum height.
• Engage previously unengaged students as demonstrated in the “Voices from the Cape” video.
• More student-centred learning and higher order thinking
As well as those technologies listed above I feel INCOMPTECH, WIKIpedia, Picnik, Flickr would be useful for secondary school students as a way of researching, interpreting. manipulation and collating information for their final product.
Skills, students require for the 21st century, are those which result in higher order thinking, creativity and reflecting. The importance of incorporating ICTs into our pedagogical framework is highlighted in the curriculum documents in every state. I will need to design authentic learning experiences so students are engaged in their learning and thinking beyond the classroom. By doing this, the learning experience has a purpose and therefore students will find it enjoyable and engage in interactive learning throughout their life.
REFERENCES:
Abraham, A. (2006) The need for the integration of emotional intelligence skills. Wollongong, NSW Faculty of Commerce papers.
Active Learning Online
http://www.acu.edu/cte/activelearning/whyuseal2.htm
Houghton, J. and Sheehan, P. (2000) A Primer on the Knowledge Economy, Victoria University. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from 14 March, 2010 from http://e-courses.cqu.edu.au.
Kunc, K. (1992) The Need to Belong: Rediscovering Maslow’s Heirarchy of Needs.
http://www.normemma.com/armaslow.htm
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age Retrieved 15 March, 210 from http://www.elearnspace.org/Articles/connectivism.htm.
Sir Ken Robinson TED Talk (2006, Feb) [Video file]. Retrieved March 15, 2010 from http://blog.ted.com/2006/06/sir_ken_robinso.php
Links to comments made on fellow GDLT student blogs:
http://sallyjames2010.blogspot.com/2010/04/what-is-bookmarking-and-what-are.html#comment-form
http://susanslearningdesign1.blogspot.com/2010/04/indigenous-australians.html?
http://learningjourneychrissy.blogspot.com/2010/03/obesity-powerpoint-presentation.html#comment-form
http://justinelinderberg.blogspot.com/2010/03/introducing-counting-bear.html#comment-form
http://nataliemccabe.blogspot.com/2010/04/music-such-wonderful-thing.html
http://rlball.blogspot.com/2010/03/voki.html
Over the last two months I have surprised myself at how quickly I have learnt about amazing “new” technologies in this course, Information Communication Technologies (ICTs) in Learning Design. My learning has been student centred, based on two theories, which are The Learning Engagement Theory (Kearsley and Shneiderman, 1999) and Active Learning. This posting is a reflection on how I would use these theories and ICTs in my pedagogical strategies. I have linked these to my previous blog postings, where more detail is provided.
With the emergence of ICTs, over the last twenty to thirty years, we are now living in the knowledge economy, where people need skills beyond education (Houghton & Sheehan, 2000). Firms and companies are looking for employees who have emotional/social intelligence as well as academic skills (Abraham, 2006). With this in mind, I will teach accordingly, as it is important for students seeking employment to be able to learn skills over time rather than having a huge amount of knowledge in one particular area. Therefore, I will be informing students they need to keep abreast of changes as the learners of today are more than likely going to have more than one job during their lifetime. As Sir Ken Robinson highlights, in his video, all students need to be given the opportunity to succeed, no matter where their learning preferences lie. For these reasons, as a teacher I will need to provide students with the opportunity to engage in Problem Based Learning (PBL) which is active learning where the learner takes ownership of their learning and they engage in higher order thinking skills.
My learning journey in school and university, some twenty plus years ago, was very teacher centred and I had very little opportunity to fully engage in subjects and receive the full benefit of the learning experience. Most of my classes were spent sitting at a desk with my teacher talking and using chalk to write on a blackboard. Today we have all sorts of wonderful technologies to help the learning experience enabling the focus to be student centred learning. An example of this has been with the use of Interactive Whiteboards (IWBs) in classrooms. Children will tend to jump at the opportunity to use them, becoming totally engaged in the lesson. Behaviour is a problem in schools where students are not engaged, whereas many schools today that regularly use IWBs, like Parkhurst State School, have very few behaviour issues. Last week, in my first teaching lesson, I incorporated ICTs by using an avatar, powerpoint presentation and an animation from YouTube and I noticed the behaviour was significantly better than the previous lesson where I was an observer and no ICTs were used. Here, I catered for a range of different learning styles by using audio-visual technologies and the class also participated in a kinaesthetic activity. My personality type and the way I learn, may affect my teaching style so I need to be constantly mindful of this when implementing my pedagogical strategies.
Students in classrooms today need to have a sense of belonging by having their needs met before they are able to be motivated to learn (Kunc 1992). I will need to consider my learners needs as they may not be full-filled which can have a profound effect on their learning ability. I have already seen examples of this in my EPL site, where children are abused in one way shape or form, or have parents who do not encourage them. Trying to boost these students’ self-esteem is very challenging for teachers and requires constant reassurance. The use of blogs, wikis, e.portfolios and avatars would all be beneficial for these students as a platform to express themselves and communicate with others.
Discussion forums have been vital to my learning in this course where my colleagues and I have created a Community of Practice. I hope some of us will keep in contact through a common medium, for example the Moodle discussion forums and blogs, and continue to support each other and share information in the future. I will be encouraging students to use blogs, e.portfolios and wikis so they can share information and ideas at any time of day or night. However, ICTs are not always accessible to everyone but this can be overcome by allowing students to learn from one another as shown in Sugata Mitra’s “Hole in the Wall” project. Incorporating ICTs into our pedagogical strategies can be very beneficial as most are accessible 24 hours a day 7 days a week. Students can use the internet and email for their study at home, university or other destination, enabling them to decide when and where they will learn. Recently I established a Delicious account, after Sally, a fellow GDLT student, told me to consider it. I now have my favourite websites at my fingertips no matter when or where I am working online.
This course has taught me how using technology can be linked to:
• The immediacy of learning, for example a google search in school by teacher or student using an IWB, will engage and interest all students.
• Authentic tasks and how important they are for student learning by engaging in activities learners are interested in. I can incorporate various KLA’s in an authentic task, for example using angles, time and distances in mathematics and then participating in a physics experiment creating rockets and calculating its maximum height.
• Engage previously unengaged students as demonstrated in the “Voices from the Cape” video.
• More student-centred learning and higher order thinking
As well as those technologies listed above I feel INCOMPTECH, WIKIpedia, Picnik, Flickr would be useful for secondary school students as a way of researching, interpreting. manipulation and collating information for their final product.
Skills, students require for the 21st century, are those which result in higher order thinking, creativity and reflecting. The importance of incorporating ICTs into our pedagogical framework is highlighted in the curriculum documents in every state. I will need to design authentic learning experiences so students are engaged in their learning and thinking beyond the classroom. By doing this, the learning experience has a purpose and therefore students will find it enjoyable and engage in interactive learning throughout their life.
REFERENCES:
Abraham, A. (2006) The need for the integration of emotional intelligence skills. Wollongong, NSW Faculty of Commerce papers.
Active Learning Online
http://www.acu.edu/cte/activelearning/whyuseal2.htm
Houghton, J. and Sheehan, P. (2000) A Primer on the Knowledge Economy, Victoria University. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from 14 March, 2010 from http://e-courses.cqu.edu.au.
Kunc, K. (1992) The Need to Belong: Rediscovering Maslow’s Heirarchy of Needs.
http://www.normemma.com/armaslow.htm
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age Retrieved 15 March, 210 from http://www.elearnspace.org/Articles/connectivism.htm.
Sir Ken Robinson TED Talk (2006, Feb) [Video file]. Retrieved March 15, 2010 from http://blog.ted.com/2006/06/sir_ken_robinso.php
Links to comments made on fellow GDLT student blogs:
http://sallyjames2010.blogspot.com/2010/04/what-is-bookmarking-and-what-are.html#comment-form
http://susanslearningdesign1.blogspot.com/2010/04/indigenous-australians.html?
http://learningjourneychrissy.blogspot.com/2010/03/obesity-powerpoint-presentation.html#comment-form
http://justinelinderberg.blogspot.com/2010/03/introducing-counting-bear.html#comment-form
http://nataliemccabe.blogspot.com/2010/04/music-such-wonderful-thing.html
http://rlball.blogspot.com/2010/03/voki.html
Active Learning and how we can use it today
Dale's Cone suggests that the most effective form of learning "involves direct, purposeful learning experiences, such as hands-on or field experiences". From Dale's cone we can see the traditional way students were once taught, using verbal and visual symbols, are definitely not as effective as direct/purposeful experiences. By using ICTs, such as wikis, blogs, and e.portfolios, in the classroom today I would be providing students with the opportunity to be involved in authentic tasks with real world value.
References:
Active Learning online: Retrieved March 27, 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm
References:
Active Learning online: Retrieved March 27, 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm
Saturday, April 17, 2010
My blog today
I have now been using a blog for approximately six weeks. I have found it easy to use and, for me, it is an excellent online journal. I have found blogging very useful and I now regularly store information regarding my learning journey through this course on my blog. This has enabled me to write my reflective synopsis with some ease as I have all my thoughts, postings, and opinions in one place. Blogs are excellent places for people to come together as a community of practice and comment on each others views, findings and philosophies. I am following other’s blogs by using RSS aggregator feeds, so I can be notified of any additional postings made. Students would find this useful when participating group assessment items as they can view what others had prepared on a regular basis. This form of communication is invaluable and fantastic for collaboration.
I will be using blogs in my lessons with students as blogs encourage them to feel they have ownership of the information (blog) they post and they are motivated as they have people who are intersted following their blog postings. Students are able to use blogs for reflecting on their experiences. Blogs are wonderful for students to learn 24hours a day seven days a week and blogging is a great skill for their digital futures. I have family living on a farm in a remote location and feel blogs would be a good medium for the children to use for connecting with their 'school of the air' teachers and other students learning in another remote area. These children are often miles from the nearest town and have very little contact with other children, by using a blogs they would be able to form online friendships. Children with similar interests in sport, television shows etc would be able to communicate discussing the latest happenings in their particular interest.
References:
Wenger, E. (2006). Communities of practice a brief introduction. Retrieved March19, 2010 from http://www.ewenger.com/theory/
I will be using blogs in my lessons with students as blogs encourage them to feel they have ownership of the information (blog) they post and they are motivated as they have people who are intersted following their blog postings. Students are able to use blogs for reflecting on their experiences. Blogs are wonderful for students to learn 24hours a day seven days a week and blogging is a great skill for their digital futures. I have family living on a farm in a remote location and feel blogs would be a good medium for the children to use for connecting with their 'school of the air' teachers and other students learning in another remote area. These children are often miles from the nearest town and have very little contact with other children, by using a blogs they would be able to form online friendships. Children with similar interests in sport, television shows etc would be able to communicate discussing the latest happenings in their particular interest.
References:
Wenger, E. (2006). Communities of practice a brief introduction. Retrieved March19, 2010 from http://www.ewenger.com/theory/
Problem based learning (PBL)
I have demonstrated problem based (PBL) learning in the GDLT course as I have been responsible for my own learning. It is an active form of learning where the learner takes ownership of their learning. PBL prepares students for their professional life after completing the course, for example learning the ability to problem solve and work in successful teams. It is closely linked to Kearsley and Shneiderman’s Engagement Theory minus the donate aspect. PBL involves a group of students being presented with a problem (authentic), have a group discussion (hypotheses), perform individual research and finally more group discussion (conclusions).
I have accepted the challenges in this course by taking risks and being involved with learning the new technologies. I have surprised myself by just how much I have learnt by engaging in all the activities. I am very proud of teaching myself all these technologies and discovering how I can use them in the classroom. I engaged myself with this course very early on- attedning the mahara information evening and participating in the online course information and activities through moodle. I have been responsible for my own learning and deciding when and how it will take place. I have seen great benefit in this form of learning and believe it will be effective way to teaching my learners.
References:
Central Queesnland University (2002) Problem Based Learning. Retrieved March 14, 2010 from http://pbl.cqu.edu.au/
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved March 16, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
I have accepted the challenges in this course by taking risks and being involved with learning the new technologies. I have surprised myself by just how much I have learnt by engaging in all the activities. I am very proud of teaching myself all these technologies and discovering how I can use them in the classroom. I engaged myself with this course very early on- attedning the mahara information evening and participating in the online course information and activities through moodle. I have been responsible for my own learning and deciding when and how it will take place. I have seen great benefit in this form of learning and believe it will be effective way to teaching my learners.
References:
Central Queesnland University (2002) Problem Based Learning. Retrieved March 14, 2010 from http://pbl.cqu.edu.au/
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved March 16, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Lynch’s Eight Learning Management Questions
It is suggested teachers ask themselves the following eight questions when they are preparing an activity for their learners-
1. What do my students already know? (ie establish what learner already knows)
2. Where does my learner need to be? (ie use the curriculum and DoL 2 to set goals)
3. How best does my learner learn? (ie different learning styles of my learner- visual, kinaesthetic, verbal, written)
4. What resources do I have at my disposal? (ie ICTs, human, books, articles etc)
5. What will constitute the learning journey? (ie an authentic task so students can work as a team producing a solution to a real problem)
6. Who will do what? (ie identify the leaders and who will aid in the learning journey- family, friends, business, industry etc)
7. How will I check to see if my learner has succeeded? (ie use formative and summative assessment with rubrics and feedback)
8. How will I inform the learner of their progress? (ie reporting of student’s learning experience- journals, portfolios etc)
Without asking these questions along with the Dimensions of Learning framework teachers will not be able to provide students with a meaningful learning experience.
Reference:
Smith, R., Lynch, D. & Meinczakowski, . (2003). "The bachelor of learning management (BLM) in education capability", Change: Tranformations in Education, (6) (2): 23-37. Retrieved March 15, 2010 from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465
1. What do my students already know? (ie establish what learner already knows)
2. Where does my learner need to be? (ie use the curriculum and DoL 2 to set goals)
3. How best does my learner learn? (ie different learning styles of my learner- visual, kinaesthetic, verbal, written)
4. What resources do I have at my disposal? (ie ICTs, human, books, articles etc)
5. What will constitute the learning journey? (ie an authentic task so students can work as a team producing a solution to a real problem)
6. Who will do what? (ie identify the leaders and who will aid in the learning journey- family, friends, business, industry etc)
7. How will I check to see if my learner has succeeded? (ie use formative and summative assessment with rubrics and feedback)
8. How will I inform the learner of their progress? (ie reporting of student’s learning experience- journals, portfolios etc)
Without asking these questions along with the Dimensions of Learning framework teachers will not be able to provide students with a meaningful learning experience.
Reference:
Smith, R., Lynch, D. & Meinczakowski, . (2003). "The bachelor of learning management (BLM) in education capability", Change: Tranformations in Education, (6) (2): 23-37. Retrieved March 15, 2010 from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465
Dimensions of Learning framework and how I have used this in my learning journey
The Dimensions of Learning pedagogical framework is what I have been using for learning about ICTs for Learning Design in the GDLT course. Throughout this learning journey I have employed all five dimensions, but my learning has mainly focussed on DoL 1 and 5 which complement each other:
1) Attitudes and Perceptions- My thoughts on this course have changed significantly since the start, where I was unsure of what lay ahead. I did not know if I would be able to succeed with the course being online and totally different to any course I had completed previously. I admit I was very negative at first and had to overcome this by actively engaging myself in all the readings and activities. I have been able to see how I can use these technologies in my teaching areas and relate them to real life situations for students.
2) Acquire and integrate knowledge- Two important areas in this dimension are declarative (what the learner knows or understands) and procedural knowledge (what the learner is able to do). I have learnt how to use a number of different ICTs and can see the benefit of using them in my teaching. I knew little of this area when I started, hence some reluctance, but having the information organised I will now remember how to use many of these technologies in the future. I have been required to use all these to make them meaningful for me and see how I can incorporate them into the science curriculum in schools. I have had a large amount of practice with these new technologies and now I am able to use them with ease. I have also learnt a new way of acquiring knowledge and integrating it and I will not be so hesitant when using new technologies in the future.
3) Extend and refine knowledge- Throughout this course I have applied reasoning processes that will enable me to extend and refine knowledge. Common reasoning processes used are listed:
Comparing
Classifying
Abstracting
Inductive reasoning
Constructing support
Analysing errors
Analysing perspectives
4) Using knowledge meaningfully- I have been required to use all the knowledge about new technologies in the course by setting up accounts for new technologies and then experimenting with them. For example, I prepared a powerpoint presentation and then uploaded it into to slideshare before liking it to my blog. Both of the websites had information on how to use these technologies and then I actively engaged in them, helping my understanding. I had no idea what slideshare was before I came across it in this course and was proud of myself for being able to use it successfully. I was familiar with powerpoint as I had used it in my previous workplace but had to learn how to use the 2007 version. Much of that was trial and error, but with persistence, I again succeeded. I was also required to research my powerpoint topic which required a large amount of investigation. The six reasoning processes around which tasks can be constructed to encourage the meaningful use of knowledge are:
Decision making
Problem solving
Invention
Experimental inquiry
Investigation
Systems analysis
5) Habits of Mind- There are sixteen habits of mind in this dimension. However, they all fall into three different mental habits (next to some I have placed an example of where I have used these in this course)-
Critical thinking:
Be accurate and seek accuracy
Be clear and seek clarity (I have asked questions in the online forum to help my understand concepts and I have been checking my blog, and other postings, to make sure they can be understood.)
Maintain an open mind (I have not judged others due to their backgrounds, opinions and philosophies, and as a consequence, I have made new friends at uni and through the discussion forums.)
Restrain impulsivity (Being negative was a strong impulse towards this at first due to me quickly making decisions before having a better understanding of the course objectives and requirements.)
Take a position when the situation warrants it
Respond appropriately to others’ feelings and level of knowledge (I meet regularly with study groups and use the online forums where knowledge is shared and discussed, respecting everyone’s views and academic ability.)
Creative thinking:
Persevere (I keep trying even when I have been thinking of quitting and pushing myself to succeed.)
Push the limits of your knowledge and abilities (I have been engaging in new activities and technologies I know nothing about or that the existed)
Generate, trust, and maintain your own standards (I have needed to believe in myself and my abilities, creating my own personal standards to work to and praise myself for grasping the new technologies)
Generate new ways of viewing a situation that are outside the boundaries of standard conventions (I have been thinking of ways to apply these new technologies in the classroom making them interesting and engaging my learners)
Self-regulated thinking:
Monitor your own thinking (I have been required to stay positive, keep on track and believe in myself)
Plan appropriately (I have consciously been planning ahead, ie handing in a draft of my action plan well ahead of the due date)
Identify and use necessary resources (I have asked others for help- tutorials and discussion forums, and using other resources- friends, family, library etc)
Respond appropriately to feedback (I have used the discussion forums communicating with colleagues and used the feedback from the course lecturer/coordinator noting their comments)
Evaluate the effectiveness of you actions (I am always evaluating my ways to see if I could do better next time?)
It will be important me, as a teacher, to design my pedagogies around DoL 1 and 5 and using ICTs to aid me.
Reference: Marzano, R. J, and Pickering, D. J., (2006) Dimensions of learning teacher’s manual. 2nd edition: Alexandria, USA, Association for supervision and curriculum development.
1) Attitudes and Perceptions- My thoughts on this course have changed significantly since the start, where I was unsure of what lay ahead. I did not know if I would be able to succeed with the course being online and totally different to any course I had completed previously. I admit I was very negative at first and had to overcome this by actively engaging myself in all the readings and activities. I have been able to see how I can use these technologies in my teaching areas and relate them to real life situations for students.
2) Acquire and integrate knowledge- Two important areas in this dimension are declarative (what the learner knows or understands) and procedural knowledge (what the learner is able to do). I have learnt how to use a number of different ICTs and can see the benefit of using them in my teaching. I knew little of this area when I started, hence some reluctance, but having the information organised I will now remember how to use many of these technologies in the future. I have been required to use all these to make them meaningful for me and see how I can incorporate them into the science curriculum in schools. I have had a large amount of practice with these new technologies and now I am able to use them with ease. I have also learnt a new way of acquiring knowledge and integrating it and I will not be so hesitant when using new technologies in the future.
3) Extend and refine knowledge- Throughout this course I have applied reasoning processes that will enable me to extend and refine knowledge. Common reasoning processes used are listed:
Comparing
Classifying
Abstracting
Inductive reasoning
Constructing support
Analysing errors
Analysing perspectives
4) Using knowledge meaningfully- I have been required to use all the knowledge about new technologies in the course by setting up accounts for new technologies and then experimenting with them. For example, I prepared a powerpoint presentation and then uploaded it into to slideshare before liking it to my blog. Both of the websites had information on how to use these technologies and then I actively engaged in them, helping my understanding. I had no idea what slideshare was before I came across it in this course and was proud of myself for being able to use it successfully. I was familiar with powerpoint as I had used it in my previous workplace but had to learn how to use the 2007 version. Much of that was trial and error, but with persistence, I again succeeded. I was also required to research my powerpoint topic which required a large amount of investigation. The six reasoning processes around which tasks can be constructed to encourage the meaningful use of knowledge are:
Decision making
Problem solving
Invention
Experimental inquiry
Investigation
Systems analysis
5) Habits of Mind- There are sixteen habits of mind in this dimension. However, they all fall into three different mental habits (next to some I have placed an example of where I have used these in this course)-
Critical thinking:
Be accurate and seek accuracy
Be clear and seek clarity (I have asked questions in the online forum to help my understand concepts and I have been checking my blog, and other postings, to make sure they can be understood.)
Maintain an open mind (I have not judged others due to their backgrounds, opinions and philosophies, and as a consequence, I have made new friends at uni and through the discussion forums.)
Restrain impulsivity (Being negative was a strong impulse towards this at first due to me quickly making decisions before having a better understanding of the course objectives and requirements.)
Take a position when the situation warrants it
Respond appropriately to others’ feelings and level of knowledge (I meet regularly with study groups and use the online forums where knowledge is shared and discussed, respecting everyone’s views and academic ability.)
Creative thinking:
Persevere (I keep trying even when I have been thinking of quitting and pushing myself to succeed.)
Push the limits of your knowledge and abilities (I have been engaging in new activities and technologies I know nothing about or that the existed)
Generate, trust, and maintain your own standards (I have needed to believe in myself and my abilities, creating my own personal standards to work to and praise myself for grasping the new technologies)
Generate new ways of viewing a situation that are outside the boundaries of standard conventions (I have been thinking of ways to apply these new technologies in the classroom making them interesting and engaging my learners)
Self-regulated thinking:
Monitor your own thinking (I have been required to stay positive, keep on track and believe in myself)
Plan appropriately (I have consciously been planning ahead, ie handing in a draft of my action plan well ahead of the due date)
Identify and use necessary resources (I have asked others for help- tutorials and discussion forums, and using other resources- friends, family, library etc)
Respond appropriately to feedback (I have used the discussion forums communicating with colleagues and used the feedback from the course lecturer/coordinator noting their comments)
Evaluate the effectiveness of you actions (I am always evaluating my ways to see if I could do better next time?)
It will be important me, as a teacher, to design my pedagogies around DoL 1 and 5 and using ICTs to aid me.
Reference: Marzano, R. J, and Pickering, D. J., (2006) Dimensions of learning teacher’s manual. 2nd edition: Alexandria, USA, Association for supervision and curriculum development.
Emotional intelligence skills
Emotional Intelligence (EI) is important for businesses as it have been associated with good leadership/management, workplace satisfaction and happiness in one’s personal life experiences. It was first described as a form of social intelligence. EI traits that are aspects of effective managers/leaders in the workplace include maturity, integrity, business acumen and social skills. Traditionally employees were recruited based on their intelligence quotient (IQ) measures rather than their EI measures. Emmerling and Goleman, (2005, p.9) stated “even in entry level positions, IQ can’t reliably distinguish average and star performers” Employers are now looking for people who will fit in with the firm/company by having good verbal communication skills, appear enthusiastic and are mature. These people are required to deal with staff issues including their needs, conflicts, a person who can listen and they need demonstrate good leadership skills. Today “many organisations and researchers are recognising that emotional intelligence skills are critical to success. (Akers & Porter, 1003, p. 66) The end result is a good working environment.
References:
Abraham, A. (2006) The need for the integration of emotional intelligence skills. Wollongong, NSW Faculty of Commerce papers.
Emmerling, R. J., and Goleman, D. (2005). Leading with emotion. Leadership Excellence 22(7): 9-10
Akers, M. D. And Porter, G. L. (2003). Your EQ skills: Got what it takes? Journal of Accountancy 195(3): 65-69
References:
Abraham, A. (2006) The need for the integration of emotional intelligence skills. Wollongong, NSW Faculty of Commerce papers.
Emmerling, R. J., and Goleman, D. (2005). Leading with emotion. Leadership Excellence 22(7): 9-10
Akers, M. D. And Porter, G. L. (2003). Your EQ skills: Got what it takes? Journal of Accountancy 195(3): 65-69
Communities of Practice
For many years people have been collectively learning in a communal place. They all share their ideas and thoughts to enable themselves to have a better understanding of information and to help others. "Communities of practice are groups of people who share a concern or passion for something they do and learn how to do better as they interact regularly” (Wenger, 2006, p. 1) Relationships are built where members learn from each other. This is how my learning journey through the GDLT course has progressed via the on-line forums. The support all the students provide for each other is amazing and very valuable. Without this community of practice I do not know how I would have managed to get this far- university week 6! Blogs and wikis are examples of places/platforms where people can share information and ideas about their interests. Blogs in particular are an excellent way of keeping track of friend’s new postings as you can use an aggregator feed to alert you to these.
Reference:
Wenger, E. (2006). Communities of practice a brief introduction. Retrieved March19, 2010 from http://www.ewenger.com/theory/
Reference:
Wenger, E. (2006). Communities of practice a brief introduction. Retrieved March19, 2010 from http://www.ewenger.com/theory/
Mode 1 and Mode 2 knowledge.
Mode 1 knowledge is historically the traditional way of teaching. Teachers during the 19th century possessed the knowledge enabling them to teach students but they lacked the skills to deliver it effectively. Mode 1 knowledge is seen as authoritative and teacher-centred in the way students learn.
All schools, universities and educational institutions now incorporating Mode 2 knowledge. Teachers are now educated to be able to adapt to change and make the learning experience more student-centred.
References:
Gregory Heath RMIT University Retrieved March 9, 2010 http://www.aare.edu.au/01pap/hea01582.htm
All schools, universities and educational institutions now incorporating Mode 2 knowledge. Teachers are now educated to be able to adapt to change and make the learning experience more student-centred.
References:
Gregory Heath RMIT University Retrieved March 9, 2010 http://www.aare.edu.au/01pap/hea01582.htm
Knowledge Economy
Today, society is changing and we all need to change with it. We are now using technology for learning, communicating and organising our lives. New learning theories, like connectivism, are emerging as these are based on the digital age, unlike other theories, such as behaviourism, cognitivism and constructivism (Seimans, 2004). Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
We are now living in a knowledge economy. Knowledge can be shared and transferred around the world at lightning speed due the emergence of new technologies in the last 20 years. This knowledge is virtually free and easily accessible. “The rising knowledge intensity of the world economy and our increasing ability to distribute that knowledge have increased its value to all participants in the economic system” (Houghton & Sheehan, 2000, p. 1) Companies need to keep up with changes or they will be left behind. Today we see global competition and production as firms operate in more than one country. This results in firms being highly competitive. “Many firms are becoming multi-technology corporations locating around centres of excellence in different countries” (Houghton & Sheehan, 2000, p. 13). This has sped up globalisation. We are able to make knowledge public by use of the internet and other technologies, such as blogs, facebook and twitter. Once this has occurred there is a small cost to adding more users. “Because knowledge does not wear out and people can duplicate it practically without cost, it is a source of supervalue and superproductivity. Knowledge alone can add value to an otherwise closed, zero-sum system of value” (Houghton & Sheehan, 2000, p. 14). Businesses must provide learning opportunities for all employees so they can keep abreast of new technologies. All businesses are always looking at new ways to reduce costs and technology can help with this. For Example bar code scanners in shops for buying, selling and ordering goods via the internet, emailing instead of traditional posting of documents, the list goes on. People in existing and emerging jobs are affected by the speed at which technology is changing. Therefore we need to better prepare our students for their life after formal education. As Siemans (2004) states "The pipe is more important than the content within the pipe".
References:
Houghton, J., and Sheehan, P. (2000). A primer on the knowledge economy. Centre for strategic economic studies. Melbourne Victoria
Seimans, G. (2004) Connectivism: A learning theory for the digital age Retrieved March 14, 2010 from http://www.elearnspace.org/Articles/connectivism.htm
We are now living in a knowledge economy. Knowledge can be shared and transferred around the world at lightning speed due the emergence of new technologies in the last 20 years. This knowledge is virtually free and easily accessible. “The rising knowledge intensity of the world economy and our increasing ability to distribute that knowledge have increased its value to all participants in the economic system” (Houghton & Sheehan, 2000, p. 1) Companies need to keep up with changes or they will be left behind. Today we see global competition and production as firms operate in more than one country. This results in firms being highly competitive. “Many firms are becoming multi-technology corporations locating around centres of excellence in different countries” (Houghton & Sheehan, 2000, p. 13). This has sped up globalisation. We are able to make knowledge public by use of the internet and other technologies, such as blogs, facebook and twitter. Once this has occurred there is a small cost to adding more users. “Because knowledge does not wear out and people can duplicate it practically without cost, it is a source of supervalue and superproductivity. Knowledge alone can add value to an otherwise closed, zero-sum system of value” (Houghton & Sheehan, 2000, p. 14). Businesses must provide learning opportunities for all employees so they can keep abreast of new technologies. All businesses are always looking at new ways to reduce costs and technology can help with this. For Example bar code scanners in shops for buying, selling and ordering goods via the internet, emailing instead of traditional posting of documents, the list goes on. People in existing and emerging jobs are affected by the speed at which technology is changing. Therefore we need to better prepare our students for their life after formal education. As Siemans (2004) states "The pipe is more important than the content within the pipe".
References:
Houghton, J., and Sheehan, P. (2000). A primer on the knowledge economy. Centre for strategic economic studies. Melbourne Victoria
Seimans, G. (2004) Connectivism: A learning theory for the digital age Retrieved March 14, 2010 from http://www.elearnspace.org/Articles/connectivism.htm
Thursday, April 15, 2010
Message Stick "Voices from the Cape"
I enjoyed watching Voices from the Cape and it made me understand the difficulties, teachers in the Cape, have teaching indigenous students. This is often due to their home life where they have little family support to encourage then to obtain an education. A group of media trainers were invited to Arukun to engage young people in new ways of learning. Some notes I made while watching the video are listed:
1. A different technique for teaching the students was used whereby they became engaged in their learning.
2. The media trainer greets the students with "Good morning" and asks them their names so he can learn them and give the student a sense of identity. He makes this humourous to gain their attention and "break the ice"
3. The children are encouraged to use their voice so they can express who they are and what their identity is
4. The children have 6 weeks to tell their stories (which come from within) and learn to use/operate camcorders to record their story
5. Their voices guide the learning process
6. In 6 weeks after the media trainers have left Arukun, these children will need to be able to teach others
7. Music is something they all know and used in a medium where they can get a sense of their own identity. More withdrawn students will tend to express themselves when music is used
8. Previously behaviour management was a large part of the lessons and the boys and girls were separated so they all remained on task
9. When children are engaged in drawing or animation they were busy for 20-30min.
10. The children became excited about the task and were enjoying school
11. The media trainers visited parents and elders about the program and explain language and culture are a part of the project. And the Western Education outcomes which will benefit
12. Groups are working together and communicating
13. Students are totally engaged in the classroom activities
14. The children are now attending school and enjoy this form of student-centred learning and using ICTs
15. This project empowered students to take control of their own lives
With these students then teaching others how to tell their story using a camcorder makes the task student-centred.
1. A different technique for teaching the students was used whereby they became engaged in their learning.
2. The media trainer greets the students with "Good morning" and asks them their names so he can learn them and give the student a sense of identity. He makes this humourous to gain their attention and "break the ice"
3. The children are encouraged to use their voice so they can express who they are and what their identity is
4. The children have 6 weeks to tell their stories (which come from within) and learn to use/operate camcorders to record their story
5. Their voices guide the learning process
6. In 6 weeks after the media trainers have left Arukun, these children will need to be able to teach others
7. Music is something they all know and used in a medium where they can get a sense of their own identity. More withdrawn students will tend to express themselves when music is used
8. Previously behaviour management was a large part of the lessons and the boys and girls were separated so they all remained on task
9. When children are engaged in drawing or animation they were busy for 20-30min.
10. The children became excited about the task and were enjoying school
11. The media trainers visited parents and elders about the program and explain language and culture are a part of the project. And the Western Education outcomes which will benefit
12. Groups are working together and communicating
13. Students are totally engaged in the classroom activities
14. The children are now attending school and enjoy this form of student-centred learning and using ICTs
15. This project empowered students to take control of their own lives
With these students then teaching others how to tell their story using a camcorder makes the task student-centred.
Sugata Mitra- Hole in the Wall project
I was very interested to see the way these children learnt to use a computer. This video really opened my eyes as to how important self instruction is for children. It was amazing that one computer could generate so much interest and all the children were able to learn how to use it with one operator and others giving instructions. Sugata's comment they are "learning as much as watching" is definitely correct. Teaching themselves English over a three month period by using a "hole in the wall" computer really opened my eyes as to the way young children can learn. Having 200 words they could use in the correct context after three months (even though the prounuication was not correct) demonstrates how quickly children are able to learn new concepts and teach each other. Sugata states "learning is a self-organising system" and this presentation definitely portrays this.
In this course, ICTs for learning design, there have been many technologies I have not felt young students would be able to use given the limited hours they have using computers each week. I am assuming from the video these children had continuous access to the hole in the wall computer, used it everyday and spent many hours experimenting with it and this enabled them to grasp how to use a computer in a very short period of time.
In this course, ICTs for learning design, there have been many technologies I have not felt young students would be able to use given the limited hours they have using computers each week. I am assuming from the video these children had continuous access to the hole in the wall computer, used it everyday and spent many hours experimenting with it and this enabled them to grasp how to use a computer in a very short period of time.
Tuesday, April 13, 2010
Music can help students remember...
Looking at the INCOMPETECH website, I was not inspired to consider using music in science lessons. While trying to think of ways to use music in a Science class, I looked at the link on Natalie's blog to Songs for teaching website, where Chris Brewer lists using music to help students remember lesson content. I have never considered using music in a science class but after looking at this website I was interested in the types of music Chris suggests using and then ways to use it. He suggests using it for learning journeys, for example an imaginative journey related to an academic topic- take them around the solar system or through the digestive tract. Chris also suggests having the students relax while the music is playing and then the teacher describes a process slowly and with a calm voice. He states "students love these quiet reflective times and the journey information will be securely bonded into their memory" I will be keen to try this with some of the students I teach and see how effective this may be.
Most children of today, are spending large amounts of time listening to music and seem to able to relate to it. Mind you, the music used for science lessons may not be similar to what the usually listen to, but it may result in them enjoying the lesson more. Some children come out of their shell when music is playing and this would be a good technology for those who are shy, have low self-esteem and lacking in confidence.
Most children of today, are spending large amounts of time listening to music and seem to able to relate to it. Mind you, the music used for science lessons may not be similar to what the usually listen to, but it may result in them enjoying the lesson more. Some children come out of their shell when music is playing and this would be a good technology for those who are shy, have low self-esteem and lacking in confidence.
Monday, April 12, 2010
Google Earth- where's my house?
Prior to investigating Google Earth in ICTs, I had explored this interesting technology with my family. Google Earth is an interactive resource that can be used by many. My first expereience was finding my house, but was disappointed the image was 5-6 years old- none of our neighbour's houses had been built! At first I thought Google Earth was like a "spy" and live all the time. Enabling us to see cars moving in the street, people walking along the strees etc, so I was a little disappointed (and relieved) when found that was not the case.
I did not realise Google Earth has so many functions/abilities and was surpirsed when I explored some of these. Having Google Earth available when studying Geography at school would have made the subject much more interesting and engaging.
For me, Google Earth may be of use when studying planets and the solar system in Yr8-10 Science classes but apart from that I do not think I will be using it for any other areas (Chemistry and Biology) of teaching. However, for Mathematics and SOSE, there are a number of applications and the learning could be student-centred.
I did not realise Google Earth has so many functions/abilities and was surpirsed when I explored some of these. Having Google Earth available when studying Geography at school would have made the subject much more interesting and engaging.
For me, Google Earth may be of use when studying planets and the solar system in Yr8-10 Science classes but apart from that I do not think I will be using it for any other areas (Chemistry and Biology) of teaching. However, for Mathematics and SOSE, there are a number of applications and the learning could be student-centred.
The world of WIKIpedia
Until embarking on the GDLT course, I had never before used WIKIpedia. The reason being the lack of academic information available. Mind you, this was more word of mouth than my own experience. Having used WIKIpedia numerous times in this course I have found it to be useful as a starting platform for information. I now wish I had access to an online encyclopedia when I was at school. All we had was a huge volume of books covering a range of topics. The bookcase in my home had different types of encyclopedias that took up most of the book case. I do no think my children will ever experience this (or maybe they will at grandma's where she still has a set accessible in her bookcase). It is reassuring to know that WIKIpedia has guidelines and moderators ensuring the information posted is accurate and up-to-date. For this reason I would be comfortable for students in my classes to use WIKIpedia.
I have seen students in secondary classes use WIKIpedia for the EEI projects as a quick and easy place to start searching for information. From there students are able to find journals articles and other references they may find useful. This results in students being responsible for their learning. I have observed teachers using WIKIpedia to find answers to student's questions during a class. This indicates to students that teachers "don't know everything" and sometimes they need to check their facts and what a quick way to do that. Students are also able to see teachers embrace ICTs and use them with ease.
I have seen students in secondary classes use WIKIpedia for the EEI projects as a quick and easy place to start searching for information. From there students are able to find journals articles and other references they may find useful. This results in students being responsible for their learning. I have observed teachers using WIKIpedia to find answers to student's questions during a class. This indicates to students that teachers "don't know everything" and sometimes they need to check their facts and what a quick way to do that. Students are also able to see teachers embrace ICTs and use them with ease.
Sunday, April 11, 2010
You Tube and Teacher Tube
You Tube can be a time saving tool in a science class. With the time constraints teachers have today due to the large volume of work in the curriculum needing to be taught and practical classes being time consuming, teachers can use You Tube videos of experiments. Being audio visual, students would be engaged in another form of learning and technology.
Saturday, April 10, 2010
Picnik- what a fanastic tool!!!
Modified photo using colours and sharpening
Original photo from the picnik website
Picnik- is a website where photos can be modified and I think it is a fantastic tool. When learning about the functionalities of picnik I was involved in student-centred learning. I learnt about picnik on the website and then actively explored ways of using this technology. Now I know how to do this, I am sure I will be spending many hours editing our family photos. I have attached an example of how you can change photos using picnik. The photo attached is a demo one from the picnik site and I simply changed the colours and sharpened the image.
I have spent some time looking at picnik and can see many uses for it in the classroom. Students will be able to edit photos, from Flickr and other sources, using picnik to create "new" images for assignments. This technology will be beneficial for students taking photos on field trips, as they can edit the photos later, adding information using arrows and labels. Schools often take students on science excursions and I feel this would be a very useful technology for these students to learn. They would feel like the owned the photo once they have made changes to it and feel a sense of achievement being able to present their final assignmment with labelled photos.
My experience with Flickr
Today I have investigated Flickr which is a website for saving and editing photos. It took some time for me to find my way around the website and then choose a photo to post to my blog. The one I chose makes me feel relaxed and also brings me back to reality as these poor creatures are under threat of extinction. :-( Often I get so caught up with the GDLT course I forget about other important issues going on in the world around us.
I found it difficult to work out how best to incorporate this photo and I am still not happy with the way I did this... However, I do not have the time at the moment to keep experimenting.
I, like Susan (and Natalie), do not feel comfortable publishing personal photos on a public website like flickr. This stems from an experience with stalker while living in the U.K. some years ago. I will consider uploading scenic photos we have taken whilst on holidays and some photos of our pets.
In the classroom I can see the benefits of using photos from Flickr, especially for science lessons. Many photos relating to evolution and extinction could be found enabling students to "see" what I am teaching. This will help me to engage the students in the lesson content and there would be a student centred focus. The students will be able to find photos for presentations and assignments involving them in their learning and decision making. Using a photo from Flickr at the start of a lesson would provide a "hook" to engage students early on.
I found it difficult to work out how best to incorporate this photo and I am still not happy with the way I did this... However, I do not have the time at the moment to keep experimenting.
I, like Susan (and Natalie), do not feel comfortable publishing personal photos on a public website like flickr. This stems from an experience with stalker while living in the U.K. some years ago. I will consider uploading scenic photos we have taken whilst on holidays and some photos of our pets.
In the classroom I can see the benefits of using photos from Flickr, especially for science lessons. Many photos relating to evolution and extinction could be found enabling students to "see" what I am teaching. This will help me to engage the students in the lesson content and there would be a student centred focus. The students will be able to find photos for presentations and assignments involving them in their learning and decision making. Using a photo from Flickr at the start of a lesson would provide a "hook" to engage students early on.
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