"Story Time with Mrs Stumer" Podcast

I know, you've all been waiting to hear my vocal stylings, well wait no more! Check out my podcast ( follow the link in the side bar) and hear 'Ellies Star'.  

This is a great way to connect outside of the 'visual' norms of wikis, websites and blogs.  I could see a podcast being very useful in terms of students with sight impairments or students learning a foreign language.

You can choose the podcast you're interested in whether it be sport, music, etc.  Podcasts can also be played on an ipod or mp3 player which enables easy access anywhere, anytime.

Going on a Picnik!

Just finished tinkering with Picnik an on-line program that allows you to do some reallllly cool stuff to your everyday photos, take a look! (There is plenty more you can do!)

Original Photo

 This programs basic features are free to users and offer some great ideas to enhance or give your pics an edge!

I think this could be useful in the classroom for designing themed projects ie. A class yearbook making the everyday look quirky and unique.  This could be a class activity involving taking digital images of class mates, class acitivities etc and collating these into a portfolio as a keep-sake for students.  Every student could be involved from the planning and design to taking photos, editing them using a tool like Picnik adding personal touches and written info.

When I was at school we produced a yearly magazine which contained class photos of 10,11,12 as well as info on school wide activities ie. school musical, socials, excursions etc.  A committee was formed to take submissions, pics, info etc.  At the end of the year students could purchase the magazine for a small fee that went back to the social committee, AWESOME!  What a fantastic way to engage students and use everyday skills at a high level.

The next James Cameron?....Making Movies

 Music supplied by royaltyfreemusic.com

I really enjoyed this and what a fantastic tool for a classroom!

Students could use 'Movie Maker' for a number of single or collaborative projects. 

Why Moviemaker?

I come from a television background and as a visual learner myself I can certainly see the benefits of this technology in a classroom.  A class can be involved in a collaborative task from selecting a topic, writing a script, preparing a storyboard, filming, editing, etc.

Using my learning design framework, I would use this tool to deepen and engage my students.  Moving them from merely 'knowing' the information to a deeper understanding. Students would be involved in complex 'higher order thinking' which would cover the spectrum of subject areas ie. oral, written, reading, listening and maths.

The class could work in groups to follow the steps from pre to post production.

Activities that could be adapted to video are:

Music lessons - developing a music clip to correspond with a assessable piece of music

Science/Maths - A 'How to' on a experiment and the outcomes

English - Recital of poetry, acting out a literary text

SWOT Analysis

Strengths - Easy to use; no experience in film editing required; free application through windows; great effects and inbuilt tools to add creativity; can add music and simple text; appealling to a range of learning styles

Weaknesses -

Opportunities - To engage students in meaningful learning that is engaging and stimulating will create more chance of authentic learning; empowers students giving them ownership of task

Threats - Technology can sometimes be unreliable and 'crash'; teacher needs to ensure that students stay on task



Wikis and Websites......the dot.com revolution

I've just created my Wiki and Website (soooooo much fun!) and will shortly add my SWOT analysis to both.  Check them out at the following links:


http://www.learnindesignintheclassroom.weebly.com/

http://toni72.wikispaces.com/

I hope I don't get repetitive, however, just so I've got my bases covered I'm going to do my SWOT analysis here and also put in onto my Wiki and Website.

As I am a visual learner, I've added this diagram of a SWOT analysis just keep me on track.

Wiki SWOT Analysis

Strengths - Collaborative, easy to edit, people anywhere can add to it, can communicate over long distance, develop a 'community of practice' by sharing ideas with like minded people

Weaknesses - Anyone can edit so information may become corrupted, needs constant organising as multiple contributions can cause it to become messy, some may be more adept with computers than others therefore they contribute more, conversely, people can also be lazy and let others do the work.

Opportunites - Students can create a wiki as an in-class project ie, school newspaper, can be used in class environment to encourage the sharing of ideas on various topics, contect with students from other parts of world to discuss ideas/issues ie. learn different cultures, home schooling keeping in touch with other parents to create an on-line network.

Threats - Not a secure site, can be password protected but can still be hacked into, if information becomes too corrupt  runs risk of becoming unuseable.

Website - PMI Analysis (Thought I'd use a different evaluating strategy)

Plus - Reach a mass audience; accessible anytime, anywhere; website creation tools like 'Weebly' make the design of a website simple for those who are not 'tech' savvy; can use animation, video, music etc to enhance the users 'experience'

Minus - Cost to maintain and create websites, with the exception of most educational websites, there is normally a cost involved dependant upon how complex the site; some information presented may not be reliable; the technology users have (iphone, PC etc) may crash

Interesting

• I think you would have to have some idea of the audience your website is reaching, some community members may be hesitant or totally unfamiliar with this kind of information sharing.  Therefore you've lost your intended audience before you've started.

I think wikis and websites are innovative ways to present ideas and share them with friends, family and the wider community.  Wikis as a research tool enable participants to learn and grow as part of a community of like-minded people and add their own insight thus extending the knowledge data base; websites offer on-line information on a particular topic as a 'get-what-you're-given' concept, in its simpliest form websites offer consistent information which may link to other sites or stand alone ie. like a brochure.  A website, unlike a wiki, does offer exciting ways to deliver the information eg. videos, music, flash players etc.

Da dada Da! Assessment 1

What is good teaching practice?  How do we as teachers, get our learners to learn effectively with understanding?  In the past 3 weeks of this course I have begun to develop a broad concept of what is required in today’s classroom.  21st century teachers need to be facilitators and instigators of learning, extending students’ knowledge and enhancing it through the use of ICTs.

I consider the nature of this course and its components to be predominantly constructivist and connectivist.  Constructivist principle states that "Constructivist teaching practices are designed to help students internalize new information in order to create new understandings...challenging students is more than memorizing material to pass a standardized test" (Jenkins, n.d.).

 Connectivism is seen as the theory for the technological age, described as "Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing." (Siemens, 2004).

These theories are evident in the tasks assigned to us in the first two weeks of this course:

• Profile Wiki – Creating a database of information about ourselves that other students can access
• Learning Theories Wiki – Using this database of information to select a partner to collaborate with on a selected reading 
• Mobile Phone Wiki – Using a scaffolded approach (constructivist) to collaborate with other     learners on the topic

These tasks allowed for collaboration through varied digital means i.e.

 I spoke with my partner over the phone to discuss the ‘Learning Theories Wiki’, in this task we established a connection through the courses forum and from there, discussed our individual thoughts on the learning theory via mobile phone.  

 As discussed in week one, everyone learns differently, Gardner states "Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means"(Lane, n.d.).  The online tasks allow learning to be individual (reflection) but also include collaboration as a means of generating new and critical thought processes.

The online collaborative format of learning provided by ‘Moodle’ suits my learning style as I am an active and visual learner.  Reading the postings to the forums and the partnered task has given me the opportunity to enhance my learning by contributing ideas and developing my knowledge base.  The design aspect of creating a blog has further enhanced my learning and knowledge in the benefits of this resource.

 The processes that have been underpinning my learning have been:

·        Blooms Taxonomy

·        Engagement Theory

·        TPACK

  Bloom tells us that there are 6 areas or "goals of the learning process...acquiring new skills, knowledge, and/or attitudes" (Clark, 1999, p. 1). This framework dictates that Remembering, Understanding, Applying are low-order thinking where Analysing, Evaluating, Creating are high-order thinking.  The two areas of thought are indicative of the development of critical thinking, starting with memory (recall) and progressing through to complex thinking.   In this course the design framework has thrown us all in the deep end of high-order thinking! This goes with Dimensions Of Learnings' 5^th dimension, ‘Habits of Mind’.  That pushing our limits "especially if those benefits include excitement, expanded knowledge and abilities, increased confidence, and a willingness to accept and learn from setbacks and failures," (Marzano, Pickering, Arredondo, Blackburn, Brandt, Moffett, Paynter, Pollock, Whisler, 1997, p.285) will enable us to achieve our individual goals.  I think each of us has had to persevere in the creation phase of wikis and blogs, I certainly have!

Engagement Theory is one for the technological age, "a conceptual framework for technology-based learning and teaching" (Kearsley & Schneiderman 1999, p. 1), and encompasses ICTs as an essential element for enhanced learning.  This is certainly the case for this course with the introduction to blog design/creation, use/creation wikis.  They provide:

·        Flexible learning for students located in different areas

·        Instantaneous information exchange

      Example: On the partnered task I was able to type our ideas directly onto the wiki and post it,    

      instantly my partner could read the text and review it!

The scaffolded approaches to the wiki tasks were essential.  I hadn’t explored the concepts and ideas presented and the scaffolding gave me a starting point on which to build my own viewpoints and deepen my learning.  The collaboration of others to the wikis also gave additional insight and food for thought on the task.  The scaffolded activities forced me to use my cognitive skills to think things through.  While learning information is an individual process, using PMI and de Bonos Thinking Hats, further enabled students to ‘open their minds’ (Marzano & Pickering et al, 1997) and look at the tasks from all sides. 

Each student brings different life and ICT experiences, and therefore, the ideas generated through each task have been mixed, further enhancing individual learning.  "When someone decides to share their thoughts and ideas in a transparent manner, they become a teacher to those who are observing" (Teaching as Transparent Learning, 2009, p. 122).  This has been essential to the success of ICTs so far, the participation of fellow students in forums and assigned tasks has produced new insights and transformed ideas. 

‘Relate-Create-Donate’ (Kearsley & Schneiderman, 1999), emphasise that learning is group based, authentic and worthwhile.  This can be said of this course.  As participants, all contribute (blogs, wikis) to create a purposeful, effective and meaningful learning experience.

My learning framework moving forward will incorporate and foster the differences in learning styles through:

·        Blooms Taxonomy (as revised by Lorin Anderson)

·        Engagement Theory’s principle of ‘relate-create-donate’ (collaboration)

·        Support ICTs as an essential part of the 21^st century classroom

·        Scaffold to deepen learning and encourage critical thought processes

 Referencing

     

Jenkins, J. M .(n.d.).Constructivism. Retrieved March 15, 2011 from  

      http://www.lecforum.org/publications/constructivism.htm  

                           

 

Siemens, G. (2004). Elearnspace: everything elearning. Retrieved March 8, 2011 from  

      http://www.elearnspace.org/Articles/connectivism.htm  

  

Lane, C. (n.d.) The Distance Learning Technology Resource Guide: Multiple Intelligences. 
      Retrieved March 14, 2011 from http://www.tecweb.org/styles/gardner.html

Clark, D. R. (2010) The Human Performance Juxtaposition. Affective Domain; Psychomotor  Domain; Bloom's  
     Revised Taxonomy; Retrieved March 11, 2011 from http://www.nwlink.com/~donclark/hrd/bloom.html

Kearsley, G. & Schneiderman, B. (1999, 2010). Engagement Theory: A Framework for Technology- 

     based  Teaching and Learning. Retrieved March 9, 2011 from http://home.sprynet.com/~gkearsley/engage.htm

  

Marzano R. J, Pickering J. P, Arredondo D. E, Blackburn G. J, Brandt R.S, Moffet C. A, Paynter D. E, Pollock J. E,  

     Whisler J.S. (1997) Dimensions of Learning Teachers Manual (2^nd Edition) McREL (Mid-continent Regional 

     Educational Laboratory) USA

Teaching as Transparent Learning. (2009, 28 April).  [Web log comment].  Retrieved March 15, 2011 from
     http://www.connectivism.ca/?p=122

 

Prensky's Digital Natives, Digital Immigrants

I was looking through my postings and realised that I hadn't commented on Prenskys article 'Digital Natives, Digital Immigrants' .  Since completing other readings ie. Engagement Theory and connectivism, I can see even more clearly why todays learners need ICTs as an essential element to their learning.

In this article, Dr. Bruce D. Perry of Baylor College of Medicine states "Different kinds of experiences lead to different brain structures."  In essence, the way todays learners think has changed. 

Digital technology has allowed this generation the freedom to 'relate-create-donate' (Kearsley, G & Schneiderman, B: Engagement Theory: A Framework for Technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm  Todays Learners are able to communicate, research, create and socialise using a varied range of digital technologies. (I think back to when I studied at CQU, I thought I was advanced having an electric typewriter with inbuilt correction tape (many moons ago!) 

These 'digital natives' are sitting in our classrooms wanting to be engaged, but what is todays educational experience offering?  I am a 'digital immigrant' however, I think that the technological evolution offers not only learners exciting opportunities, but teachers exciting (& challenging) opportunities to enhance and get more from their students.

The incorporation of ICTs, I think, would provide a two-fold affect in that increased motivation and engagement leads to less behavioural problems.  Learners are stimulated and therefore learning outcomes are deepened.

The underlying thread that seems to be woven throughout this course thus far is that learners must be meaningfully engaged, and that the use of ICTs can provide this and much more.

E-learning Design

As 21st century teachers, we are now faced with a toolbox full of learning theories and frameworks and a high focus on ICTs as an essential means of learning.  

"The reality is that the most effective designs for learning adapt to include a variety of media, combinations of modalities, levels of interactivity, learner characteristics, and pedagogy based on a complex set of circumstances." (Cisco Systems, 2008). 

Students in the 21st century need to be engaged and interact with technology with the end game being meaningful, collaborative and authentic learning. With this in mind, my learning framework will be a combination of Blooms Taxonomy and Engagement Theory.  (I did say I was a visual learner!)








By incorporating these theories along with the underlying commitment to ICTs being an essential tool, as advocated in TPACK, will give me a framework that is relevant to todays learning environment.  

Like so much of this course, the underlying approach to this framework is constructivism and connectivism.  Engagement theory further enhances my framework by meaningfully engaging learners with the use of ICTs .  Learners still need to use their cognitive abilities, to be active participants,and develop their critical thinking processes.  Digital pedagogy allows the learners to take some ownership of their learning by the hands-on approach that digital media provides.