In my classes I would use a large variety of technologies including forums and blogs for students to develop information, as well as wiki’s to combine information.
Voki Avatars are great especially for younger students who can’t read but can apply voice to their Avatars.
Google Earth is great for geography in finding real life places, mapping, graphing and the list goes on.
Interactive whiteboards can be used for any subject to interact with students.
Video could be great for drama or simply hooking students into the lesson. Video from other sources and even self made video can be convenient for specific areas where the exact video from UTube for example can’t be found, although it is always best practice to find videos on real world events affecting students.
Flikr is great with so many free pictures; any subject involving a power point can be improved with related pictures.
Power point of course can be used for any subject but to engage students power points must be simple and fast paced.
Animations and simulations again can be directed toward almost all subjects and creates a fresh change from the regular technologies students are familiar with.
Quizzes are always great because all levels of primary school and even high school always like to solve fun problems. Quizzes can also be used to find past and learnt knowledge, for tests and to challenge students within the dimensions of learning.
Webquests again can be used for any subject. Although time consuming if created in a way that engage all students Webquests can help students build knowledge, remember better (if visual learners) and be so engaged that behaviour management is almost non-existent.
Podcasting and music on the web can be a great hook and can be used in subjects where music was written for political awareness, public awareness of world events, topics of family life and even to tackle simple maths such as through using children’s music. Music can also be used in a class that works well with quiet background noise, as a reward for students as they work quietly in a nearby room, for spelling as students spell words from their favourite song/s and the list goes on with songs like “we didn’t start the fire” by Billy Joel to link past icons and time periods to environmental issues in SOSE.
From Paul Jak.
Sunday, August 30, 2009
Uncle Ernie's Indigenous Perspectives
Hi,
Although Uncle Ernie's indigenous perspectives outline this area of our culture adequately, there is no specific explanation of the subtopics. For example Grant (n.d., p. 53) states "reserves" a subtopic under "land" which could mean reserves of land for aborigines today or reserves of food and/or water within the land. Just mentioning "reserves" is not clear enough for teaches who have never experienced this culture before. I think it's a great beginning but doesn't explain each term in-depth enough to give all students a better understanding.
When considering healing racism and prejudice toward indigenous people and building reconciliation, I do not believe Ernie's framework and the article by Davis and Grose (2008) is sufficient enough to effectively and consistently perform a task such as this because there is inadequate depth of details and minimal amounts of information provided.
What do you think?
Paul Jak.
http://www.strongersmarter.qut.edu.au/docs/papers/Which_Way__by_John_Davi s_and_Sharon_Grose_for_Wipce_2008.pdf
Grant, E. (n.d.). My Land My Tracks, Retrieved July 24, 2009, from
http://education.qld.gov.au/schools/indigenous/docs/uncle-ernies-framework.pdf
Although Uncle Ernie's indigenous perspectives outline this area of our culture adequately, there is no specific explanation of the subtopics. For example Grant (n.d., p. 53) states "reserves" a subtopic under "land" which could mean reserves of land for aborigines today or reserves of food and/or water within the land. Just mentioning "reserves" is not clear enough for teaches who have never experienced this culture before. I think it's a great beginning but doesn't explain each term in-depth enough to give all students a better understanding.
When considering healing racism and prejudice toward indigenous people and building reconciliation, I do not believe Ernie's framework and the article by Davis and Grose (2008) is sufficient enough to effectively and consistently perform a task such as this because there is inadequate depth of details and minimal amounts of information provided.
What do you think?
Paul Jak.
Reference List
Davis, J., Grose, S. (2008) Which way? What happens when embedding Aboriginal and Torres Strait Islander perspectives in schools meets the professional standards for teachers and an accountability matrix? Retrieved July 24, 2009, from http://www.strongersmarter.qut.edu.au/docs/papers/Which_Way__by_John_Davi s_and_Sharon_Grose_for_Wipce_2008.pdf
Grant, E. (n.d.). My Land My Tracks, Retrieved July 24, 2009, from
http://education.qld.gov.au/schools/indigenous/docs/uncle-ernies-framework.pdf
Re: Uncle Ernie's Indigenous Perspectives
Hi Paul,
You make some good points regarding the need for additional information and a solid rationale for the frameworks discussed.
What additions and clarifications would you make?
Would you consider teacher cross cultural awareness training as part of the answer?
What do you believe to be are the key elements of reconciliation and how could they be applied to schooling, or should they be?
Best,
Scot.
You make some good points regarding the need for additional information and a solid rationale for the frameworks discussed.
What additions and clarifications would you make?
Would you consider teacher cross cultural awareness training as part of the answer?
What do you believe to be are the key elements of reconciliation and how could they be applied to schooling, or should they be?
Best,
Scot.
Re: Uncle Ernie's Indigenous Perspectives
Hi Scot,
Thank you for your reply.
I think Uncle Ernie’s overall plan is good but simply more explanation on all areas so teachers teach the right thing for no disrespect to be given to the Aboriginal Culture because if teachers are teaching the wrong thing then this concept will be passed down to the next generation of Australians.
I would definitely use the teacher cross-cultural awareness training as it is much more in-depth and sets out clearly what to teach. An example can be found at: http://www.civicsandcitizenship.edu.au/cce/default.asp?id=10460
So the above covers more specific examples of the aboriginal culture but when it comes to reconciliation, Reconciliation Australia says the most important points for reconciliation today are ‘Respect, relationships, opportunities, tracking progress and reporting’ (Australian Government, 2008). Reconciliation Australia’s main focus is towards ‘a fair and safe civilization while giving Indigenous Australians the same opportunities and rights as non-indigenous Australians through valuing diversity and networking together’ (Australian Government, 2008).
These topics are quite deep and could be taught at a base level in primary school because not only all children but all people need to know about and how to reconcile with others. These topics could definitely be taught in high school and in its entirety especially in the latter years (11 and 12) because we need to be open about what has happened so the next generation don’t make the same mistakes.
What do you think?
From Paul Jak.
Australian Government. (2008). Reconciliation Action Plan 2008-11. Retrieved August 30, 2009, from http://www.ag.gov.au/www/agd/agd.nsf/Page/Publications_ReconciliationActionPlan-25May2007
Thank you for your reply.
I think Uncle Ernie’s overall plan is good but simply more explanation on all areas so teachers teach the right thing for no disrespect to be given to the Aboriginal Culture because if teachers are teaching the wrong thing then this concept will be passed down to the next generation of Australians.
I would definitely use the teacher cross-cultural awareness training as it is much more in-depth and sets out clearly what to teach. An example can be found at: http://www.civicsandcitizenship.edu.au/cce/default.asp?id=10460
So the above covers more specific examples of the aboriginal culture but when it comes to reconciliation, Reconciliation Australia says the most important points for reconciliation today are ‘Respect, relationships, opportunities, tracking progress and reporting’ (Australian Government, 2008). Reconciliation Australia’s main focus is towards ‘a fair and safe civilization while giving Indigenous Australians the same opportunities and rights as non-indigenous Australians through valuing diversity and networking together’ (Australian Government, 2008).
These topics are quite deep and could be taught at a base level in primary school because not only all children but all people need to know about and how to reconcile with others. These topics could definitely be taught in high school and in its entirety especially in the latter years (11 and 12) because we need to be open about what has happened so the next generation don’t make the same mistakes.
What do you think?
From Paul Jak.
Reference List
Australian Government. (2008). Reconciliation Action Plan 2008-11. Retrieved August 30, 2009, from http://www.ag.gov.au/www/agd/agd.nsf/Page/Publications_ReconciliationActionPlan-25May2007
Saturday, August 29, 2009
Emerging Technologies
Hi,
Some schools still do not have enough computers for the amount of students in the school and how long have computers been available and affordable for? Money is and probably always will be limited to schools from the government because it simply costs too much to resource all public schools.
Of course, if the programs are free or of very low cost for schools it still opens students up to more possible bullying and stranger danger which are very serious issues.
If I had to solve this problem right now I would choose to allow students to access these sites and technology at school. If performed under teacher supervision, across networks that are available for students only, with passwords and access only from school and government 'watch dogs' filtering all sites, it is certainly possible. I know the danger is still there but with the right education it allows students to access new technologies and possibly learn at fast and more efficient rates.
What are your thoughts?
From Paul Jak.
Some schools still do not have enough computers for the amount of students in the school and how long have computers been available and affordable for? Money is and probably always will be limited to schools from the government because it simply costs too much to resource all public schools.
Of course, if the programs are free or of very low cost for schools it still opens students up to more possible bullying and stranger danger which are very serious issues.
If I had to solve this problem right now I would choose to allow students to access these sites and technology at school. If performed under teacher supervision, across networks that are available for students only, with passwords and access only from school and government 'watch dogs' filtering all sites, it is certainly possible. I know the danger is still there but with the right education it allows students to access new technologies and possibly learn at fast and more efficient rates.
What are your thoughts?
From Paul Jak.
Re: Emerging Technologies
Paul,
The strong argument about techology in schools has always been about the money....I recently heard that distribution of funds within the school is metered out by the Principal. Therefore, it would stand to reason that the Principal should consider the importance of technology and making that accessible to all students.
I have teenagers who signed an IT Contract wherein they agreed to surf the net responsibly. All students and parents sign the contract although not all students honour their agreement. It is the monitoring of the internet that comes into scrutiny and in a large classroom it is very difficult to overlook all the computers.
In saying that....I agree that there should be a greater focus on having technologies of all kinds available to students....we live in a technological world surely we need to prepare them for it??? Again, the challenge is monitoring the content.
Cheers,
Tania
The strong argument about techology in schools has always been about the money....I recently heard that distribution of funds within the school is metered out by the Principal. Therefore, it would stand to reason that the Principal should consider the importance of technology and making that accessible to all students.
I have teenagers who signed an IT Contract wherein they agreed to surf the net responsibly. All students and parents sign the contract although not all students honour their agreement. It is the monitoring of the internet that comes into scrutiny and in a large classroom it is very difficult to overlook all the computers.
In saying that....I agree that there should be a greater focus on having technologies of all kinds available to students....we live in a technological world surely we need to prepare them for it??? Again, the challenge is monitoring the content.
Cheers,
Tania
Re: Emerging Technologies
Hi Tania and Paul,
I think one way of dealing with this in schools that are not equipped enough with ICT's would be to inform the students the best you could as a learning manager on what is available for them outside of school such as the local library and home. Of course we must educate our students about the "keeping safe on the internet" when using computers outside of school as they may not have the safety nets that are applied to government schools. I agree with Scott's posting's that safety nets could be relaxed as the student gains a better understanding of the internet and school grades increase with age. There is always going to be someone who will missuse the internet no matter how much we educate our students.
Cheers
Melody x
I think one way of dealing with this in schools that are not equipped enough with ICT's would be to inform the students the best you could as a learning manager on what is available for them outside of school such as the local library and home. Of course we must educate our students about the "keeping safe on the internet" when using computers outside of school as they may not have the safety nets that are applied to government schools. I agree with Scott's posting's that safety nets could be relaxed as the student gains a better understanding of the internet and school grades increase with age. There is always going to be someone who will missuse the internet no matter how much we educate our students.
Cheers
Melody x
Re: Emerging Technologies
G'day Paul and all,
Technology is not the only thing emerging.
I see problems with the whole system of education using technology.
Problem 1. Cost and quality, the Rudd Government's promises of a tech revolution in schools is already under serious doubt with even the intro of laptops for each high schooler falling behind. How will the costs of bandwidth, vandalism and theft, storage and tech support be funded as they increase? I have seen a high school whose intranet is at breaking point two years after a major upgrade and one teacher in charge and overwhelmed. In the end government spending will always be lower than needed and ICT's are high cost and quickly obsolete.
Problem 2. Over-site, if you need to open up the parameters of search and access then the job of over-site becomes that much harder. Again I have tried to physically tried oversee a wall of laptop covers in a typical classroom and it was impossible. I know this is a physical problem with students facing a teacher in rows but even in groups or plenty of room to spread out calls for major changes. Then there is technical over-site requiring more software and personnel. Systematic overhaul!
Problem 3. Equity, even if we can provide high quality ICT's and support to every child a fair amount are not engaged by computers so a whole set of resources need to be provided for them.
I am not being a Luddite or a doomsayer, all I am saying is that with the hyper-pace of change the classroom model is already obsolete and economic rationalism will not help it's revival. The trend already started with IT courses at TAFE and even university with the saying being "If you are studying IT, you are already to far behind!"
Homeschooling like the home office will be the prerogative of the affluent and (tech) literate.
What do you think?
Cheers
Stuart
Technology is not the only thing emerging.
I see problems with the whole system of education using technology.
Problem 1. Cost and quality, the Rudd Government's promises of a tech revolution in schools is already under serious doubt with even the intro of laptops for each high schooler falling behind. How will the costs of bandwidth, vandalism and theft, storage and tech support be funded as they increase? I have seen a high school whose intranet is at breaking point two years after a major upgrade and one teacher in charge and overwhelmed. In the end government spending will always be lower than needed and ICT's are high cost and quickly obsolete.
Problem 2. Over-site, if you need to open up the parameters of search and access then the job of over-site becomes that much harder. Again I have tried to physically tried oversee a wall of laptop covers in a typical classroom and it was impossible. I know this is a physical problem with students facing a teacher in rows but even in groups or plenty of room to spread out calls for major changes. Then there is technical over-site requiring more software and personnel. Systematic overhaul!
Problem 3. Equity, even if we can provide high quality ICT's and support to every child a fair amount are not engaged by computers so a whole set of resources need to be provided for them.
I am not being a Luddite or a doomsayer, all I am saying is that with the hyper-pace of change the classroom model is already obsolete and economic rationalism will not help it's revival. The trend already started with IT courses at TAFE and even university with the saying being "If you are studying IT, you are already to far behind!"
Homeschooling like the home office will be the prerogative of the affluent and (tech) literate.
What do you think?
Cheers
Stuart
Re: Emerging Technologies
Hi All,
Stuart, you describe some but not all of the issues that can and do cause problems with delivering 21 st century learning to 21st century students. I'm sure we all agree that change brings with it risks, immense costs, fear and discomfort for those of us that are not conversant with the new ways, however would any of us consider that kids should be prevented from learning by using technologies that many are already safely using away from school?
I agree with Scott's proposal that access be scaled up according to student progress, with serious penalties for those that break the rules. Children need to be taught how to identify risks in their everyday lives. Just as we teach children to cross the road alone safely, we must also teach them to access knowledge safely. As students mature, we need to trust them to make informed decisions, based on how well we have taught them to think critically. Internet safety and issues of access are really up to us as teachers of the future to guide students to take risks without compromising their safety.
All the best, Sharon
Stuart, you describe some but not all of the issues that can and do cause problems with delivering 21 st century learning to 21st century students. I'm sure we all agree that change brings with it risks, immense costs, fear and discomfort for those of us that are not conversant with the new ways, however would any of us consider that kids should be prevented from learning by using technologies that many are already safely using away from school?
I agree with Scott's proposal that access be scaled up according to student progress, with serious penalties for those that break the rules. Children need to be taught how to identify risks in their everyday lives. Just as we teach children to cross the road alone safely, we must also teach them to access knowledge safely. As students mature, we need to trust them to make informed decisions, based on how well we have taught them to think critically. Internet safety and issues of access are really up to us as teachers of the future to guide students to take risks without compromising their safety.
All the best, Sharon
Re: Emerging Technologies
Hi everyone,
These points that have been raised are very interesting. ICTs are so important in the emerging technology age. There are many issues involved in creating equitable opportunities for all learners. It's our job as learning managers to work around problems like funding to provide learners with authentic learning experiences. There are so many different ways in which technology can be incorporated into the curriculum and I am very excited to move onto specific Delivery Technologies!
Cheers,
Kira.
These points that have been raised are very interesting. ICTs are so important in the emerging technology age. There are many issues involved in creating equitable opportunities for all learners. It's our job as learning managers to work around problems like funding to provide learners with authentic learning experiences. There are so many different ways in which technology can be incorporated into the curriculum and I am very excited to move onto specific Delivery Technologies!
Cheers,
Kira.
Microsoft's simulation for education
Hi,
Is an interactive 3D virtual world the future of teaching?
For years I have heard teachers say jokingly, "if only students could just sit still in class". Well with an interactive 3D virtual world students won't have to.
We use blogs and wiki's but imagine if they were all 3D and all interactive.
Microsoft has already begun a science 3D interactive virtual world (Gibson and Grasso, 2008) and as it expands a new question evolves, do we need schools and teachers anymore once it has developed to cover all curriculum areas?
Yes it is still a long way off and must constantly change to suit our new future but this could be an affordable and possible future for teachers, parents and students alike.
It is only a matter of time until we have so many word based websites that they must be drawn into a fewer number of definitive sites and virtual reality may be it.
But what happens when the cyber bullying and possible illegal activity becomes interactive and virtual? Well the more sites that are drawn together the easier it is to store information and if all users know all their virtual activity is being stored and can be used as evidence, the less likely bullying and other illegal activity will occur.
What about the personal real life interaction between students and real professionals? Well if learning becomes interactive and virtual and students have this type of learning with real teachers do we need the current system of learning?
Yes it is an out there possible future, so tell me what you think.
Feel free to agree or disagree.
Paul Jak.
http://www.microsoft.com/education/highered/whitepapers/simulation/SimulationPlatform.aspx
Is an interactive 3D virtual world the future of teaching?
For years I have heard teachers say jokingly, "if only students could just sit still in class". Well with an interactive 3D virtual world students won't have to.
We use blogs and wiki's but imagine if they were all 3D and all interactive.
Microsoft has already begun a science 3D interactive virtual world (Gibson and Grasso, 2008) and as it expands a new question evolves, do we need schools and teachers anymore once it has developed to cover all curriculum areas?
Yes it is still a long way off and must constantly change to suit our new future but this could be an affordable and possible future for teachers, parents and students alike.
It is only a matter of time until we have so many word based websites that they must be drawn into a fewer number of definitive sites and virtual reality may be it.
But what happens when the cyber bullying and possible illegal activity becomes interactive and virtual? Well the more sites that are drawn together the easier it is to store information and if all users know all their virtual activity is being stored and can be used as evidence, the less likely bullying and other illegal activity will occur.
What about the personal real life interaction between students and real professionals? Well if learning becomes interactive and virtual and students have this type of learning with real teachers do we need the current system of learning?
Yes it is an out there possible future, so tell me what you think.
Feel free to agree or disagree.
Paul Jak.
Reference List
Gibson, D., & Grasso, S. (2008). An enterprise simulation platform for education: Building a world game for pre-college students with Microsoft ESP. Retrieved July 31, 2009, from http://www.microsoft.com/education/highered/whitepapers/simulation/SimulationPlatform.aspx
Re: Microsoft's simulation for education
Hi Paul,
The question of still needing teachers seems to come up each time I run a course like this, although rarely is the case stared so eloquently and objectively.
Virtual reality environments are very engaging for some students, while other students just don't get it. Game playing is virtual environments is very engaging and seems to engage many more students, particularly where the game involves teamwork as in Massively Multiplayer Online Gaming.
Artificial intelligence has also come a long way as the processing power of PCs has increased. Once computer storage and processing power approaches that of the human brain it is possible that computers could think for themselves and learn. When this happens it's possible that to some extent the teacher could be replaced, to a degree, by the technology. This is still some way off yet I hasten to add.
My own view is that the role of the teacher is changing from the expert in discipline knowledge and skills to a guide, mentor and learning designer. I'm not sure that a computer will ever be able to understand a students' fears, concerns or aspirations the way a good teacher can. There are also particular skills that are best taught in person.
I think that we teachers will always be required, but our roles will change as the technology evolves.
Thanks for the question, and I hope our colleagues venture their own opinions as well.
Best,
Scot.
The question of still needing teachers seems to come up each time I run a course like this, although rarely is the case stared so eloquently and objectively.
Virtual reality environments are very engaging for some students, while other students just don't get it. Game playing is virtual environments is very engaging and seems to engage many more students, particularly where the game involves teamwork as in Massively Multiplayer Online Gaming.
Artificial intelligence has also come a long way as the processing power of PCs has increased. Once computer storage and processing power approaches that of the human brain it is possible that computers could think for themselves and learn. When this happens it's possible that to some extent the teacher could be replaced, to a degree, by the technology. This is still some way off yet I hasten to add.
My own view is that the role of the teacher is changing from the expert in discipline knowledge and skills to a guide, mentor and learning designer. I'm not sure that a computer will ever be able to understand a students' fears, concerns or aspirations the way a good teacher can. There are also particular skills that are best taught in person.
I think that we teachers will always be required, but our roles will change as the technology evolves.
Thanks for the question, and I hope our colleagues venture their own opinions as well.
Best,
Scot.
Lesson using the Engagement Theory
Hi,
Just posting an example of a learning activity that I could design using the 'Relate, Create and Donate collaboration engagement theory' by Kearsley and Shneiderman (1999).
Creating a PowerPoint on the Local Area
Relate: Students begin by discussion the criteria for the task in small groups and changing the criteria so the class can come together and agree on it as a whole class.
Engage: Students go on an excursion, walking around their local area taking photos and notes and having organised interviews with locals that can be used for their PowerPoint. Students come back together in their groups and research the local area online, putting together the information they need, creating their PowerPoint and evaluating their PowerPoint in terms of the agreed criteria.
Donate: Students post their PowerPoint online and perform a group presentation in front of the class of their groups PowerPoint.
So what do you think? I am only a beginner when it comes to online type lessons, so critique all you want.
From Paul Jak.
Just posting an example of a learning activity that I could design using the 'Relate, Create and Donate collaboration engagement theory' by Kearsley and Shneiderman (1999).
Creating a PowerPoint on the Local Area
Relate: Students begin by discussion the criteria for the task in small groups and changing the criteria so the class can come together and agree on it as a whole class.
Engage: Students go on an excursion, walking around their local area taking photos and notes and having organised interviews with locals that can be used for their PowerPoint. Students come back together in their groups and research the local area online, putting together the information they need, creating their PowerPoint and evaluating their PowerPoint in terms of the agreed criteria.
Donate: Students post their PowerPoint online and perform a group presentation in front of the class of their groups PowerPoint.
So what do you think? I am only a beginner when it comes to online type lessons, so critique all you want.
From Paul Jak.
Re: Lesson using the Engagement Theory
Hi Paul,
Yes this is a good start. Just remember you will need an authentic real-world trigger scenario to kick off this activity and to anchor to all the way through the learning process.
Best,
Scot.
Yes this is a good start. Just remember you will need an authentic real-world trigger scenario to kick off this activity and to anchor to all the way through the learning process.
Best,
Scot.
Learning style, attitudes and learning design
Hi,
A part of designing learning of course knows students attitudes and attitudes toward areas of life which incorporates learning style, how students think and even where they sit in class. This is so the learning environment is effective for learning and multiple intelligences develop. As Andrew Sense notes (2005), ???learning styles are a concern in social situations and can hinder people in their learning???. So personalities can clash and it is the Learning Managers task to design learning so students accept each other and learn to communicate and work together to achieve their outcomes no matter what learning style they have.
Any thoughts on the subject?
From Paul Jak.
A part of designing learning of course knows students attitudes and attitudes toward areas of life which incorporates learning style, how students think and even where they sit in class. This is so the learning environment is effective for learning and multiple intelligences develop. As Andrew Sense notes (2005), ???learning styles are a concern in social situations and can hinder people in their learning???. So personalities can clash and it is the Learning Managers task to design learning so students accept each other and learn to communicate and work together to achieve their outcomes no matter what learning style they have.
Any thoughts on the subject?
From Paul Jak.
Re: Learning style, attitudes and learning design
Hi Paul,
I like your thoughts on the topic! I think Learning Managers must embrace this and use to their full advantage within LE's. This strategy could be incorporated into L.E's, particularly in terms of group structured work. LE's should be designed in some circumstances to utilise the fact that students do vary in learning styles and personalities. For example, students who tend to display introverted personality charactersistics could be grouped with more confident extroverted students. This could possibly allow for students to perhaps note and gain social skills demonstrated by others through observing positive personality behaviours. On the contrary, which I see you have noted, is the importance that the LM understand students personalities and learning styles to avoid negative experiences and avoid hindering their learning opportunities.
Chat to you soon.
Jess
I like your thoughts on the topic! I think Learning Managers must embrace this and use to their full advantage within LE's. This strategy could be incorporated into L.E's, particularly in terms of group structured work. LE's should be designed in some circumstances to utilise the fact that students do vary in learning styles and personalities. For example, students who tend to display introverted personality charactersistics could be grouped with more confident extroverted students. This could possibly allow for students to perhaps note and gain social skills demonstrated by others through observing positive personality behaviours. On the contrary, which I see you have noted, is the importance that the LM understand students personalities and learning styles to avoid negative experiences and avoid hindering their learning opportunities.
Chat to you soon.
Jess
Re: Constructivism
Hi Paul,
It depends on the context and quality of the learning environments. It can be a bit like comparing apples and oranges.
If your context is P-12 school then physical face to face contact is important and the Web-based learning can augment and extend the learning well beyond the classroom.
Post school, Web-based learning can be more mainstream as adult learners are often more independent. You still need to have a social presence, but that an be achieved in a virtual environment with well trained facilitators.
Appreciate the challenge in your postings.
Best,
Scot.
It depends on the context and quality of the learning environments. It can be a bit like comparing apples and oranges.
If your context is P-12 school then physical face to face contact is important and the Web-based learning can augment and extend the learning well beyond the classroom.
Post school, Web-based learning can be more mainstream as adult learners are often more independent. You still need to have a social presence, but that an be achieved in a virtual environment with well trained facilitators.
Appreciate the challenge in your postings.
Best,
Scot.
Constructivism
Hi,
I believe Siemens' theory is consistent with other learning theories discussed because it's almost unlimited in its capacity for learning. Although, is it moving further away from the personal contact that students seem to so desperately need.
Bennett et al., (2007) says, 'when comparing the learning of students on the internet verses traditional ways the evidence is inconclusive'.
What do you think?
From Paul Jak.
I believe Siemens' theory is consistent with other learning theories discussed because it's almost unlimited in its capacity for learning. Although, is it moving further away from the personal contact that students seem to so desperately need.
Bennett et al., (2007) says, 'when comparing the learning of students on the internet verses traditional ways the evidence is inconclusive'.
What do you think?
From Paul Jak.
Re: Connectivism
Hi Paul,
Yes I understand now the point you are making, and yes connectivism is really not possible without ubiquitous access to the technology.
The costs are, however, coming down with good quality notebooks available for $300 to $450 AUS, rather than the thousands of a couple of years ago.
The digital divide argument is worth a look and fits, to some extent, with your points. Although these days the gap is more around top end equipment rather than entry level. Even in developing countries the growth in Internet availability is astounding.
There will always be arguments of equity regardless of the point in history, but being connected is becoming cheaper and available to many more people everyday.
A key issue in Australia is the bandwidth available to schools and the artificially inflated costs of home Web access controlled by Telstra.
Thanks again for your post.
Best,
Scot.
Yes I understand now the point you are making, and yes connectivism is really not possible without ubiquitous access to the technology.
The costs are, however, coming down with good quality notebooks available for $300 to $450 AUS, rather than the thousands of a couple of years ago.
The digital divide argument is worth a look and fits, to some extent, with your points. Although these days the gap is more around top end equipment rather than entry level. Even in developing countries the growth in Internet availability is astounding.
There will always be arguments of equity regardless of the point in history, but being connected is becoming cheaper and available to many more people everyday.
A key issue in Australia is the bandwidth available to schools and the artificially inflated costs of home Web access controlled by Telstra.
Thanks again for your post.
Best,
Scot.
Re: Scot - Connectivism
Hi Scot,
Thanks for your reply.
The cost issue begins when I apply connectivism in the classroom. The government is spending around, ???US$1.3 billion over 6 years on technology for the schools of Australia to make sure there is a computer for every child at school and this is to be done by 2011??? (Kwok, 2009).
Of course having never heard of connectivism before I only know one way to apply it and that is through using tools such as blogger to comment on with other students and video conferences with professionals on the applicable topic, hence the internet and computers. I???m sure connectivism could be applied in ways I don???t know about but this seems to be a good way through using technology.
As some students still do not have a computer at home (there???s 2 in my class this year) this would have to be done at school so for me to ???achieve learning outcomes for all students??? (Smith and Lynch, 2006, p. 54) there is a cost for schools and the government for computers and internet access.
Schools. futureGov. Retrieved July 26, 2009, from
http://www.futuregov.net/articles/2009/feb/05/australian-govt-funds-141000-laptops-schools/
Smith, R., & Lynch, D. (2006). The Rise of the Learning Manager: Changing Teacher
Education. NSW, Australia: Pearson Education Australia.
Thanks for your reply.
The cost issue begins when I apply connectivism in the classroom. The government is spending around, ???US$1.3 billion over 6 years on technology for the schools of Australia to make sure there is a computer for every child at school and this is to be done by 2011??? (Kwok, 2009).
Of course having never heard of connectivism before I only know one way to apply it and that is through using tools such as blogger to comment on with other students and video conferences with professionals on the applicable topic, hence the internet and computers. I???m sure connectivism could be applied in ways I don???t know about but this seems to be a good way through using technology.
As some students still do not have a computer at home (there???s 2 in my class this year) this would have to be done at school so for me to ???achieve learning outcomes for all students??? (Smith and Lynch, 2006, p. 54) there is a cost for schools and the government for computers and internet access.
Reference List
Kwok, A. (2009, February 5). Australian Government Funds 141,000 Laptops for Schools. futureGov. Retrieved July 26, 2009, from
http://www.futuregov.net/articles/2009/feb/05/australian-govt-funds-141000-laptops-schools/
Smith, R., & Lynch, D. (2006). The Rise of the Learning Manager: Changing Teacher
Education. NSW, Australia: Pearson Education Australia.
Connectivism
Hi,
I think a connectivism approach to learning helps adaptation to the rapid growth in technologies by allowing students to access the most recent research and technologies online. It also encourages lifelong learning with the continual shifting of learning foundations. Allowing students to continually access this most recent research and technologies would be a way to apply this to a learning context, but a negative to this is the cost to keep up with these technologies and research.
What do you think?
Feel free to agree or disagree.
From Paul Schulz.
I think a connectivism approach to learning helps adaptation to the rapid growth in technologies by allowing students to access the most recent research and technologies online. It also encourages lifelong learning with the continual shifting of learning foundations. Allowing students to continually access this most recent research and technologies would be a way to apply this to a learning context, but a negative to this is the cost to keep up with these technologies and research.
What do you think?
Feel free to agree or disagree.
From Paul Schulz.
Thursday, August 27, 2009
The Application of Power Points within the Classroom
Hi,
Simply running out of time now to get through this vast amount of information I am new to. I enjoy power point but have never used all the tools in the power point tutorial. Having used the very basics in a lesson before, I have found power point a great way to engage students with pictures and information. I ran out of time to construct a lesson on power point. Something like that usually takes me about a week, especially when it comes to embedding the dimensions of learning within a lesson.
Using a range of media would be great and I know students would be engaged within such a lesson. Something like this does take much time to do properly and would be too time consuming for a teacher to do every lesson. I have found the most important thing to do when using power point is to use an effective framework, otherwise students get lost in the direction of the lesson.
What do you think?
From Paul Jak.
Simply running out of time now to get through this vast amount of information I am new to. I enjoy power point but have never used all the tools in the power point tutorial. Having used the very basics in a lesson before, I have found power point a great way to engage students with pictures and information. I ran out of time to construct a lesson on power point. Something like that usually takes me about a week, especially when it comes to embedding the dimensions of learning within a lesson.
Using a range of media would be great and I know students would be engaged within such a lesson. Something like this does take much time to do properly and would be too time consuming for a teacher to do every lesson. I have found the most important thing to do when using power point is to use an effective framework, otherwise students get lost in the direction of the lesson.
What do you think?
From Paul Jak.
Broken on Avatars
Hi,
After spending much time creating an avatar and a message to attach to my blog the site wouldn’t allow me to register so once again my work was lost. I’m getting quite upset now with the whole E-learning experience, especially when everything takes so long and there should at least be some way to save work on these sites so what is created is not lost.
I guess an avatar could be useful for younger students who don’t know how to write and this gives them the opportunity to get around that by using people or animals with a microphone to replace writing. After much time spent trying to find real life avatar application within the classroom I’m disappointed in the minimal information out there on this and in myself for not being able to find adequate information.
The educational rationale application could be helpful in terms of where students have access to vast information giving them the opportunity to be lifelong learners as long as they have the skills to find the information they need, as I have recently found out.
Conceptual frameworks sounded so great when I first found out about them but do they work in the classroom. I haven’t found one example where they effectively work with technology in the classroom.
How did you go?
Find anything useful?
From Paul Jak.
After spending much time creating an avatar and a message to attach to my blog the site wouldn’t allow me to register so once again my work was lost. I’m getting quite upset now with the whole E-learning experience, especially when everything takes so long and there should at least be some way to save work on these sites so what is created is not lost.
I guess an avatar could be useful for younger students who don’t know how to write and this gives them the opportunity to get around that by using people or animals with a microphone to replace writing. After much time spent trying to find real life avatar application within the classroom I’m disappointed in the minimal information out there on this and in myself for not being able to find adequate information.
The educational rationale application could be helpful in terms of where students have access to vast information giving them the opportunity to be lifelong learners as long as they have the skills to find the information they need, as I have recently found out.
Conceptual frameworks sounded so great when I first found out about them but do they work in the classroom. I haven’t found one example where they effectively work with technology in the classroom.
How did you go?
Find anything useful?
From Paul Jak.
Mahara Process and Learning Opportunities for Teachers and Students
Hi,
Mahara seems to be everything at one place. On Mahara anyone can have blogs, videos, pictures, forums, audio, links and it seems to have the capability to be to a great extent personalised.
Mahara can be used in the classroom for specific topics, study and research.
Mahara has a huge storage capability at a cost, which can be safer than home hard drives as it is on the internet which is here to stay as it is now accepted worldwide. This can be helpful for teachers to store information which can add up over the years and helpful for students so their work is not lost.
Learning opportunities seem simular to wikis and blogs, allowing students to post information using technology they are familiar with.
After speaking with teachers who have tried research and study using simular technology in the classroom they have said that students seem to learn about the same as not using such technology.
When first beginning my E-Learning journey I was so excited about using these technologies in the classroom. After looking for applications in the classroom and find minimal information I am really disheartened about the whole process. It seems so time consuming with similar results to non-technology lessons.
I did find information on a lesson where students can ‘find pictures on flikr and create a collage with a box of information using text, video or audio’ (Pattern, 2009) which seems fun for students.
What do you think?
From Paul Jak.
Reference List
Pattern, J. (2009). Introduction to Simply Box. Retrieved August 27, 2009, from http://voicethread.com/#q.b309201.i1639395
Mahara seems to be everything at one place. On Mahara anyone can have blogs, videos, pictures, forums, audio, links and it seems to have the capability to be to a great extent personalised.
Mahara can be used in the classroom for specific topics, study and research.
Mahara has a huge storage capability at a cost, which can be safer than home hard drives as it is on the internet which is here to stay as it is now accepted worldwide. This can be helpful for teachers to store information which can add up over the years and helpful for students so their work is not lost.
Learning opportunities seem simular to wikis and blogs, allowing students to post information using technology they are familiar with.
After speaking with teachers who have tried research and study using simular technology in the classroom they have said that students seem to learn about the same as not using such technology.
When first beginning my E-Learning journey I was so excited about using these technologies in the classroom. After looking for applications in the classroom and find minimal information I am really disheartened about the whole process. It seems so time consuming with similar results to non-technology lessons.
I did find information on a lesson where students can ‘find pictures on flikr and create a collage with a box of information using text, video or audio’ (Pattern, 2009) which seems fun for students.
What do you think?
From Paul Jak.
Reference List
Pattern, J. (2009). Introduction to Simply Box. Retrieved August 27, 2009, from http://voicethread.com/#q.b309201.i1639395
Applying wiki in the classroom
Hi,
Not enjoying my E-learning experience after my wiki username and password disappeared. After creating another one it seems to be working now. I find it all overwhelming. For someone who knows nothing about this it feels like a never ending mountain that I’m climbing and the more I climb the more I see I have to do. On the other hand when I reach the end of my first assignment I know I will reach a summit and be able to look down the mountain and see the wonderful view of what is possible in the classroom.
The best thing is the opportunity to link with other teachers and share our ideas and creations. I have recently linked with a current teacher and received some great ideas. This is so helpful and as Wenger says ‘you develop a variety of resources or a continual shared practice’ (Wenger, n.d).
After thinking about wikis application in the classroom, having students post ideas to one wiki may not be the best idea because some students may copy or simply post minimal information. Maybe students all have their own wiki which they are marked on and once all students have put adequate information on their own wiki, then a whole class wiki is developed for a large amount of information on one topic. To be honest I don’t really know the best application for wikis in the classroom and haven’t found any really good ideas on the learning place website or by googling either.
Do you know any good websites for application of wiki in the classroom?
From Paul Jak
Wenger, E. (n.d). Communities of Practice – a brief introduction. Retrieved August 25, 2009, from http://www.ewenger.com/theory/
Not enjoying my E-learning experience after my wiki username and password disappeared. After creating another one it seems to be working now. I find it all overwhelming. For someone who knows nothing about this it feels like a never ending mountain that I’m climbing and the more I climb the more I see I have to do. On the other hand when I reach the end of my first assignment I know I will reach a summit and be able to look down the mountain and see the wonderful view of what is possible in the classroom.
The best thing is the opportunity to link with other teachers and share our ideas and creations. I have recently linked with a current teacher and received some great ideas. This is so helpful and as Wenger says ‘you develop a variety of resources or a continual shared practice’ (Wenger, n.d).
After thinking about wikis application in the classroom, having students post ideas to one wiki may not be the best idea because some students may copy or simply post minimal information. Maybe students all have their own wiki which they are marked on and once all students have put adequate information on their own wiki, then a whole class wiki is developed for a large amount of information on one topic. To be honest I don’t really know the best application for wikis in the classroom and haven’t found any really good ideas on the learning place website or by googling either.
Do you know any good websites for application of wiki in the classroom?
From Paul Jak
Wenger, E. (n.d). Communities of Practice – a brief introduction. Retrieved August 25, 2009, from http://www.ewenger.com/theory/
Experiences and Blog Lesson
Hi,
My professional blog has been quite a task. After setting it up and posting a blog I found that my username and password wouldn’t work anymore so I had to start again. Not a good start to my E-learning experience. After starting a new blogger account again and checking to see if I could log in, to my relief I found that I could. I have found being new to something and not knowing most of its aspects can create mistakes and work can be lost. I’m not sure exactly what happened but on the positive side there are many more benefits to working over the internet that far outweigh the time spent and mistakes made. If nothing else, the internet (including blogs) provides aspects that create variety for students to build their higher order thinking.
Reigeluth and Moore (1999, p. 67) found that ‘learners can learn more through using a reflection phase at the end of a problem solving experience (like one from Blooms Taxonomy), than they learned during the problem solving experience’. When lessons are scaffolded students can build upon their knowledge and higher order thinking is evoked with key questions such as Blooms levels of questioning.
An example of using variety to build higher order thinking with technology in the classroom could be having students build ‘knowledge’ through an excursion. ‘Comprehension’ could then be developed using rotation groups of books, printed resources, organised internet sites, newspaper articles, journal articles and picture resources. With ‘Application’ group posters could be produced and in the ‘analysis’ phase students could create their own blog while having professionals on the topic, other students from other countries, or other students in the same school from a higher grade who have done the topic before respond, building knowledge on each other’s blog. ‘Synthesis’ could be an online letter to the local council, having set up beforehand a member from the council to respond as a whole to the student letters. Lastly, ‘evaluation’ can be individual student thoughts on the topic, what worked and didn’t work, how the group worked together and which area of the process was the favourite, least favourite and why (Huitt, 2004).
What do you think?
From Paul Jak.
Reigeluth, C. M., & Moore, J. (1999). Instructional-Design Theories and Models: Vol.2, A New Paradigm of Instructional Theory. Retrieved August 25, 2009, from
http://books.google.com.au/books?hl=en&lr=&id=AbJc4Kg6XQoC&oi=fnd&pg=PA51&dq=Bloom,+B.+S.+(1956).+Taxonomy+of+educational+objectives:+Cognitive+and+affective+domains.+New+York:+David+McKay.&ots=Wzmrl0T8mz&sig=-QNpO-7GfUbYoAmOIW7rwSPHIvw#v=onepage&q=&f=false
Huitt, W. (2004). Blooms Taxonomy of the Cognitive Domain. Retrieved August 25, 2009, from http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
Hi,
My professional blog has been quite a task. After setting it up and posting a blog I found that my username and password wouldn’t work anymore so I had to start again. Not a good start to my E-learning experience. After starting a new blogger account again and checking to see if I could log in, to my relief I found that I could. I have found being new to something and not knowing most of its aspects can create mistakes and work can be lost. I’m not sure exactly what happened but on the positive side there are many more benefits to working over the internet that far outweigh the time spent and mistakes made. If nothing else, the internet (including blogs) provides aspects that create variety for students to build their higher order thinking.
Reigeluth and Moore (1999, p. 67) found that ‘learners can learn more through using a reflection phase at the end of a problem solving experience (like one from Blooms Taxonomy), than they learned during the problem solving experience’. When lessons are scaffolded students can build upon their knowledge and higher order thinking is evoked with key questions such as Blooms levels of questioning.
An example of using variety to build higher order thinking with technology in the classroom could be having students build ‘knowledge’ through an excursion. ‘Comprehension’ could then be developed using rotation groups of books, printed resources, organised internet sites, newspaper articles, journal articles and picture resources. With ‘Application’ group posters could be produced and in the ‘analysis’ phase students could create their own blog while having professionals on the topic, other students from other countries, or other students in the same school from a higher grade who have done the topic before respond, building knowledge on each other’s blog. ‘Synthesis’ could be an online letter to the local council, having set up beforehand a member from the council to respond as a whole to the student letters. Lastly, ‘evaluation’ can be individual student thoughts on the topic, what worked and didn’t work, how the group worked together and which area of the process was the favourite, least favourite and why (Huitt, 2004).
What do you think?
From Paul Jak.
Reference List
Reigeluth, C. M., & Moore, J. (1999). Instructional-Design Theories and Models: Vol.2, A New Paradigm of Instructional Theory. Retrieved August 25, 2009, from
http://books.google.com.au/books?hl=en&lr=&id=AbJc4Kg6XQoC&oi=fnd&pg=PA51&dq=Bloom,+B.+S.+(1956).+Taxonomy+of+educational+objectives:+Cognitive+and+affective+domains.+New+York:+David+McKay.&ots=Wzmrl0T8mz&sig=-QNpO-7GfUbYoAmOIW7rwSPHIvw#v=onepage&q=&f=false
Huitt, W. (2004). Blooms Taxonomy of the Cognitive Domain. Retrieved August 25, 2009, from http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
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