Hi all,
If your students require music to enhance their edited videos or slides, try this site. partnersinrhyme
Thanks
Jim
Monday, September 28, 2009
Friday, August 28, 2009
Wednesday, August 26, 2009
Student Blog
Hi all,
Due to factors out of my hand (timetable restraints) I was unable to arrange for my students to establish their own blogs in the time available. However, to overcome this problem I have established a blog (on behalf of my students). Even though I posted this blog, it was the students who were ultimately responsible for working together to create it.
This was achieved by the whole class contributing to:
· The design and layout
· The contents of the blog (images and recipes)
· Establishing appropriate self-netiquette guidelines/rules and allocating responsibility evenly
The blog site I have chosen to use is called Edublogs. This is a safe blog posting site which was created for educational purposes. In establishing a blog on behalf of my students I believe that I have not only met the requirements of this task, but I have achieved other valuable learning outcomes such as:
· Students learning to take responsibility for their own learning
· Students collaborating as a group
· Creating a sense of belonging
· Giving students the ability to share their own learning journey with friends & family
(community)
Enabling important group skills to be acquired (e.g., Listening, cooperation, accepting responsibility, constructive peer feedback and the gaining of diverse knowledge) (Ashman & Elkins, 2008).
The importance of feeling a sense of belonging is also consistent with Maslow's hierarchy of needs (1968, 1970, 1976, as cited in McInerney & McInerney, 2006); students need to feel they belong for learning to continue.
I am currently posting feedback, student recipes, relevant links and images taken by students to their class blog page. In turn, students can leave comments, add relevant information or share their experiences with friends and family.
I believe posting blogs and interacting as a group will engage and motivate the students to learn. When students collaborate they become engaged and motivated to learn (Kearsley & Shneiderman, 1999).
The class blog page is : http://jdpricey.edublogs.org/
Thanks for listening
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Tuesday, August 25, 2009
Cultural diversity, the digital story...
The educational benefits of this digital tool became clearer to me after reading the supporting literature and following the recommended links on digital storytelling.The educational benefits of this tool include:
· The ability to cover multiple intelligences
· Opportunity to motivate and engage students with tasks
· Promotes creativity amongst students
Educators could use this tool to engage groups of students and assist them create a meaningful story of their learning journey to share with others. This would tie in with Kearsley and Shneiderman’s (1999) engagement theory of Relate, Create and Donate.
This style of storytelling also caters to students who benefit in the leaning process from the use of visual material. Gardner (1983, 1993, as cited in McMillan & Weyers, 2006) illustrates in his multiple intelligences table that one of the nine ways people best process information is through the use of visual imagery.
Other benefits available to students through the use and creation of digital stories include:
· The opportunity to develop ICT skills
· Improvement in creative writing skills
· Improvement in narrative and visual skills
A few of the classes I teach consist of a number of culturally diverse students. For the students in these classes to gain a better understanding of each other’s backgrounds and beliefs, they could creating a digital story to document their own life journey up this point in time. This could help with students’ acceptance of each other’s differences and thus create a more effective and enjoyable environment for learning. Sharing cultural experiences leads to positive group interaction, promotes inclusion and helps encourage justice (Ashman & Elkins, 2008).
Culturally diverse groups could also create a digital story to enlighten and inform other groups of students about the similarities between cultures. Dovidio et al (2005, as cited in Ashman & Elkins, 2008) is of the view that positive inter-group attitudes are achieved when people focus on similarities in other peoples’ attributes.
Thanks for listening
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
McMillan, K., & Weyers, J. (2006). The smarter student: study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Photo: Retrieved August 25, 2009, from http://www.freedigitalphotos.net/
Sunday, August 23, 2009
Kitchen saftey PowerPoint quiz
Hi all,For this task I decided to involve my students from two separate classes. The one class would help me write the safety quiz questions and the other class would take the test.
After explaining the tasks to the students, I had them breakup into groups of 3 and write two questions per group with (4) possible answers relating to kitchen health & safety.
Once the students completed this task we discussed these questions and as a class made a decision to which question we would present to the second class to answer.
In doing this I felt I contributed to student-centred learning by:
· encouraging the students to take responsibility for their (and their peers) own learning
· giving students a choice
· making the task meaningful
Dimensions of Learning (Marzano & Pickering, 2006)
I took these question and turned them into a PowerPoint presentation for my second class to take. The process of putting this quiz together was enjoyable and straightforward due to having recently worked with PowerPoint and by following simple instructions (within PowerPoint). If time was not a factor in this activity I would have also liked the students to put together the PowerPoint presentation.
Salomon and Perkins (1998, as cited in McInerney & McInerney, 2006) stated that a tool is used to extend the learners capability to achieve a desired result and to act as a cognitive scaffold.
See how you go with this quiz: http://www.mediafire.com/file/ttdce3k2vdo/Safety
I will keep you up to date with how the second class went with the quiz.
Thanks
Jim
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Photo: Retrieved August 23, 2009, from www.freedigitalphotos.net
Friday, August 21, 2009
Reflective Synopsis
This synopsis will examine and discuss my views on specific technology based educational tools used to support and develop appropriate pedagogical teaching.
During the course of this task I investigated, reviewed and discussed with peers the importance of e-learning tools in education. My aim was to gain an understanding of the capability and usefulness of these tools in promoting student active learning.
Before this journey began my views on technology and its usefulness (in particular mobile phones) both generally and in the classroom were not positive. Barriers to my acceptance of technology included; inappropriate use of technology in the educational environment (cyber-bullying) and health and social issues (students’ lives revolving around technology). However during this intense but insightful journey I began to discover and develop an attitude of acceptance towards these digital tools.
Technology is evolving at a rapid rate. We as Learning Managers need to not only keep up, but to understand and appreciate the advantages associated with technology so that we can convey their importance to our students (Smith, Lynch & Knight, 2007). By adopting an open minded attitude I believe that, as a Learning Manager, I can learn to use these tools to the advantage of both myself and my students.
My e-learning journey started with the creation of a blog. When students collaborate, they become engaged and motivated with learning (Kearsley & Shneiderman, 1999). Through my blog I was able to network socially with my peers (and the world) and review, reflect and discuss the importance of available e-learning tools. The ability to communicate and collaborate with peers on topics of interest allows us to gain knowledge through access to diverse views and opinions (McInerney & McInerney, 2006).
The importance of considering different learning styles is documented by Guild (2001) and Felder (2005) who states, by being aware of individual learning styles, educators are able to implement learning/teaching practices that will achieve positive learning outcomes. I, for example, am a visual learner and found many of the tools to be interesting and engaging, particularly the digital tools which involved the use of video, animation and audio e.g., YouTube, Voki Avatars, simulations, VoiceThreads, etc.
Through collaboration with other peers I discovered many useful interactive websites and tools with the capability of storing/sharing valuable information which could be retrieved and implemented safely in classrooms at a later date. By reading my peer’s blogs and commenting on them I became aware of the many additional benefits and applications that these websites had to offer. In fact it was from reading a peer’s blog that I became aware of the importance and use of e-learning tools for distance education students. Whereas in the past these students were limited to the information provided to them by teachers, these students can now have access to the views and opinions of their peers and become motivated through the use of animated tools such as Voki Avatars and Animations/Simulations.
Without access to the views of my peers I could not have gained such a depth of knowledge of the many uses of the available technologies. I would like to thinks I also helped others (Format Factory). Some of the sites most beneficial for this purpose were; Wiki’s, Podcast, Wikipedia and Mahara’s e.Portfolio.
During this journey I experienced both highs and lows. A high point was the discovery of the e-learning tool WebQuest. I found WebQuest to be a powerful active learning tool, capable of challenging students to take responsibility for their own learning by motivating them with meaningful topics. For example, as a high school hospitality student teacher I intend to break the students into groups with the task of working together to create a restaurant of their choice. Each member will choose a different role in the restaurant and use a variety of e-learning tools to enhance their project and create a successful business plan i.e. to collaborate the students can use Wiki and for presentation the students can use PowerPoint.
The low point in my journey was the barriers I encountered along the way i.e. a hesitancy by some established teachers to introduce new technology and the lack of time allocated by some teachers to incorporate these tools into lessons. Overall I had little success in convincing my teacher to implement basic e-learning tools into classroom lessons. However, in time, as the benefits of technology become clearer I feel I will have greater success. Smith, Lynch and Knight (2007) identify factors such as a lack of development and support for teacher training as significant barriers to the effective introduction of ICT tools into schools.
In conclusion, whilst I found a majority of the e-learning tools to be beneficial and effective, I am of the view that optimal active learning will not take place if they are used in isolation as a teaching tool. Rather, optimal active learning is far more likely to be achieved if the appropriate e-learning tool is implemented by a skilled Learning Manager within a structured learning environment.
Jim Price (S0175671)
Reference list
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
Guild, P.B. (2001). Diversity, learning styles and culture. New Horizons for Learning. Retrieved May 5, 2009, from http://www.newhorizons.org/strategies/styles/guild.htm
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Smith, R., Lynch, D., & Knight, B, A. (2007). Learning management: Transitioning teachers for national and international change. Frenchs Forest, NSW, Australia: Pearson Education Australia.
During the course of this task I investigated, reviewed and discussed with peers the importance of e-learning tools in education. My aim was to gain an understanding of the capability and usefulness of these tools in promoting student active learning.
Before this journey began my views on technology and its usefulness (in particular mobile phones) both generally and in the classroom were not positive. Barriers to my acceptance of technology included; inappropriate use of technology in the educational environment (cyber-bullying) and health and social issues (students’ lives revolving around technology). However during this intense but insightful journey I began to discover and develop an attitude of acceptance towards these digital tools.
Technology is evolving at a rapid rate. We as Learning Managers need to not only keep up, but to understand and appreciate the advantages associated with technology so that we can convey their importance to our students (Smith, Lynch & Knight, 2007). By adopting an open minded attitude I believe that, as a Learning Manager, I can learn to use these tools to the advantage of both myself and my students.
My e-learning journey started with the creation of a blog. When students collaborate, they become engaged and motivated with learning (Kearsley & Shneiderman, 1999). Through my blog I was able to network socially with my peers (and the world) and review, reflect and discuss the importance of available e-learning tools. The ability to communicate and collaborate with peers on topics of interest allows us to gain knowledge through access to diverse views and opinions (McInerney & McInerney, 2006).
The importance of considering different learning styles is documented by Guild (2001) and Felder (2005) who states, by being aware of individual learning styles, educators are able to implement learning/teaching practices that will achieve positive learning outcomes. I, for example, am a visual learner and found many of the tools to be interesting and engaging, particularly the digital tools which involved the use of video, animation and audio e.g., YouTube, Voki Avatars, simulations, VoiceThreads, etc.
Through collaboration with other peers I discovered many useful interactive websites and tools with the capability of storing/sharing valuable information which could be retrieved and implemented safely in classrooms at a later date. By reading my peer’s blogs and commenting on them I became aware of the many additional benefits and applications that these websites had to offer. In fact it was from reading a peer’s blog that I became aware of the importance and use of e-learning tools for distance education students. Whereas in the past these students were limited to the information provided to them by teachers, these students can now have access to the views and opinions of their peers and become motivated through the use of animated tools such as Voki Avatars and Animations/Simulations.
Without access to the views of my peers I could not have gained such a depth of knowledge of the many uses of the available technologies. I would like to thinks I also helped others (Format Factory). Some of the sites most beneficial for this purpose were; Wiki’s, Podcast, Wikipedia and Mahara’s e.Portfolio.
During this journey I experienced both highs and lows. A high point was the discovery of the e-learning tool WebQuest. I found WebQuest to be a powerful active learning tool, capable of challenging students to take responsibility for their own learning by motivating them with meaningful topics. For example, as a high school hospitality student teacher I intend to break the students into groups with the task of working together to create a restaurant of their choice. Each member will choose a different role in the restaurant and use a variety of e-learning tools to enhance their project and create a successful business plan i.e. to collaborate the students can use Wiki and for presentation the students can use PowerPoint.
The low point in my journey was the barriers I encountered along the way i.e. a hesitancy by some established teachers to introduce new technology and the lack of time allocated by some teachers to incorporate these tools into lessons. Overall I had little success in convincing my teacher to implement basic e-learning tools into classroom lessons. However, in time, as the benefits of technology become clearer I feel I will have greater success. Smith, Lynch and Knight (2007) identify factors such as a lack of development and support for teacher training as significant barriers to the effective introduction of ICT tools into schools.
In conclusion, whilst I found a majority of the e-learning tools to be beneficial and effective, I am of the view that optimal active learning will not take place if they are used in isolation as a teaching tool. Rather, optimal active learning is far more likely to be achieved if the appropriate e-learning tool is implemented by a skilled Learning Manager within a structured learning environment.
Jim Price (S0175671)
Reference list
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
Guild, P.B. (2001). Diversity, learning styles and culture. New Horizons for Learning. Retrieved May 5, 2009, from http://www.newhorizons.org/strategies/styles/guild.htm
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Smith, R., Lynch, D., & Knight, B, A. (2007). Learning management: Transitioning teachers for national and international change. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Sunday, August 16, 2009
Format Factory...converts your media
Hi all,
I just wanted to share this free and handy tool with you. It will convert media files form one format to another. You require a tool like this one to complete the SlideShare activity.
Format Factory
Hope it helps.
Thanks
Jim
I just wanted to share this free and handy tool with you. It will convert media files form one format to another. You require a tool like this one to complete the SlideShare activity.
Format Factory
Hope it helps.
Thanks
Jim
VoiceThread...have your say
Hi all,
On a personal point of view, VoiceThread is one of the most engaging and interactive web base tools I have used to date. http://voicethread.com/share/580104/
I found this tool easy to use due to simple and graphical instructions .I experimented with this tool by uploading and commenting on travel pictures of friends and invited these friends to comment with their thoughts on the same images. The way I could incorporate VoiceThread into my hospitality class, would to upload images related to food hygiene and kitchen safety and have students interact by commenting on correct food handling and kitchen safety procedures.
VoiceThreads are a collections of multi-media file that anyone can interact with in a number of ways (e.g., leaving comments using voice, typing, web video or by phone) (Weir, 2009).
The advantages of VoiceThread as an educational tool are:
· Social networking and collaboration advantages
· Way of sharing class projects ( students within the classroom or worldwide)
· A way of acquiring diverse views and knowledge about one media topic
· A way of extending education (can be used anywhere/anytime)
(Educause, 2009)
The importance of VoiceThread to education has been realised and a new site has been launched: Ed.VoiceThread.com
VoiceThread gives students a Voice. It gives students time to think about their comments and provides them with a variety of ways to express their views on media. This form of online communication provides a sense of safety and comfort for students who normally don’t get a say in a classroom environment (Weir, 2009).
VoiceThread caters for different learning styles. Pointed out in a Felder (2005) paper, certain learners process information more efficiently if sensory learning styles are considered (e.g., Video/images).
The only downside I found with VoiceThread is that it was slow to load media. However the benefits of this tool overshadow this minor inconvenience.
In conclusion, VoiceThread is a great collaborating and communication tool which can be used to engage students/teachers with classroom topics. The importance of co-operative learning is highlighted by McMillan and Weyers (2006) stating, collaborating is a form of creating a supportive network and learning resource for students.
VoiceThread can encourage critical thinking and reflective thoughts on topics of interest to students (Weir, 2009). Critical and reflective thinking is a desirable skill required for schooling and future employment (McMillan & Weyers, 2006).
Thanks for listening
Jim Price
Educause. (2009). 7 things you should know about VoiceThreads. Retrieved August 16, 2009, from http://net.educause.edu/ir/library/pdf/ELI7050.pdf
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
McMillan, K., & Weyers, J. (2006). The smarter student: study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Weir, L. (2009). VoiceThread Extends the Classroom with Interactive Multimedia Albums. Retrieved August 16, 2009, from http://www.edutopia.org/voicethread-interactive-multimedia-albums
On a personal point of view, VoiceThread is one of the most engaging and interactive web base tools I have used to date. http://voicethread.com/share/580104/
I found this tool easy to use due to simple and graphical instructions .I experimented with this tool by uploading and commenting on travel pictures of friends and invited these friends to comment with their thoughts on the same images. The way I could incorporate VoiceThread into my hospitality class, would to upload images related to food hygiene and kitchen safety and have students interact by commenting on correct food handling and kitchen safety procedures.
VoiceThreads are a collections of multi-media file that anyone can interact with in a number of ways (e.g., leaving comments using voice, typing, web video or by phone) (Weir, 2009).
The advantages of VoiceThread as an educational tool are:
· Social networking and collaboration advantages
· Way of sharing class projects ( students within the classroom or worldwide)
· A way of acquiring diverse views and knowledge about one media topic
· A way of extending education (can be used anywhere/anytime)
(Educause, 2009)
The importance of VoiceThread to education has been realised and a new site has been launched: Ed.VoiceThread.com
VoiceThread gives students a Voice. It gives students time to think about their comments and provides them with a variety of ways to express their views on media. This form of online communication provides a sense of safety and comfort for students who normally don’t get a say in a classroom environment (Weir, 2009).
VoiceThread caters for different learning styles. Pointed out in a Felder (2005) paper, certain learners process information more efficiently if sensory learning styles are considered (e.g., Video/images).
The only downside I found with VoiceThread is that it was slow to load media. However the benefits of this tool overshadow this minor inconvenience.
In conclusion, VoiceThread is a great collaborating and communication tool which can be used to engage students/teachers with classroom topics. The importance of co-operative learning is highlighted by McMillan and Weyers (2006) stating, collaborating is a form of creating a supportive network and learning resource for students.
VoiceThread can encourage critical thinking and reflective thoughts on topics of interest to students (Weir, 2009). Critical and reflective thinking is a desirable skill required for schooling and future employment (McMillan & Weyers, 2006).
Thanks for listening
Jim Price
Educause. (2009). 7 things you should know about VoiceThreads. Retrieved August 16, 2009, from http://net.educause.edu/ir/library/pdf/ELI7050.pdf
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
McMillan, K., & Weyers, J. (2006). The smarter student: study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Weir, L. (2009). VoiceThread Extends the Classroom with Interactive Multimedia Albums. Retrieved August 16, 2009, from http://www.edutopia.org/voicethread-interactive-multimedia-albums
Thursday, August 13, 2009
Blogs and Aggregators...
Hi all,
I always saw blogs as just a simple and boring diary entry on a web page that random people left comments on. How wrong was I!
I always saw blogs as just a simple and boring diary entry on a web page that random people left comments on. How wrong was I!
Blogs are more than just communication tools. Other advantages for education are:
· Ideal for group work, sharing information with peers and receiving constructive feedback from teachers/peers
· A reflective tool for students and teachers
· A form of community news for all to share
· Posting of assignments and classroom topics
· Beneficial for distance/online education
(Blogger, 2009)
I established my first online journal through a free to register site called Blogger. I was pleasantly surprised with the ease it took to set up and how fast I created and posted my first blog (someone even commented on it).
Blogs are a social form of communicating and collaborating with peers and educators. When students collaborate, they become engaged and motivated with learning (Kearsley & Shneiderman, 1999). Social communication also provides the opportunity to experience and learn from diversity (Ashman & Elkins, 2008).
In conclusion, my original views on blogs were very narrow due to my limited knowledge on the subject. However, after being actively involved with the e-learning online activities, I have gained an appreciation for the support blogs give to education. I guess I am constantly learning......
Thank you
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Blogger. (2009). Blogger in the classroom. Retrieved August 13, 2009, from http://www.infinitethinking.org/stuff/Blogger.pdf
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Blogger. (2009). Blogger in the classroom. Retrieved August 13, 2009, from http://www.infinitethinking.org/stuff/Blogger.pdf
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Photo: www.freedigitalphotos.net
Image Manipulation...
Hi all,
Incorporating images into classroom work is an important skill to master. However, being able to edit, create and manipulate those images is just as important.
A useful website to manipulate you images is Picnik. So why do you need to manipulate your images I hear you ask!
Well for many reasons, some are:
· To resize and crop (reduce the size for quick uploads/downloads for emails)
· Enhancing images with manual and automatic tools
· Adding special effects to images to make your pictures eye catching
I personally had a lot of fun uploading my photos and experimenting with all the easy to use creative tools. Picnik is not a storage website for your photos, however you are able to email and print them; transfer them to other sites such as Flickr, facebook and to your own computer. If you find a shared image on a website you would like to manipulate, it’s as simple as entering the URL and Picnik will upload it for you. Picnik is also linkable to your webcam for instant photo capture and edit.
Possible student project are:
· Students would be able to edit and create their own (and other shared images) needed for class assignments.
· Constructing a joint image storyboard using only one photo from each student to tell a story (students are challenged to be creative with limited resources). “Creative people take risks and frequently push the boundaries of their perceived limits” (Costa & Kallick, 2000-2001, p.1).
In pushing students’ boundaries, you are challenging them to take risks. Sometimes failure is associated with risk (from failure you learn to accept setbacks). However benefits such as excitement, confidence and the gain of knowledge outweigh the risk of failure (Marzano & Pickering, 2006).
If I enjoyed it, I know most student would. This tool is engaging and would help with motivating students with class projects. However, to achieve optimal active learning from this tool I believe it would need to be incorporated with another web based learning tool (e.g.,WebQuest, SlideShare, VoiceThread, etc....).
Thanks
Jim Price
Costa, A. & Kallick, B. (2000-2001). Describing 16 habits of mind. Retrieved August 13, 2009 from http://www.habits-of-mind.net/
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
Wikipedia...Group Work
Hi all, From reading other blogs from my fellow students it was comforting to hear that I was not the only one who considered Wikipedia only useful as an encyclopaedia.
With further navigating around the Wikipedia site I started to realise other possible ways I could incorporate this web site as a meaningful teaching/learning tool.
Students could work in small groups and research different parts of the same lesson topic and add relevant information to Wikipedia. This will challenge students to work together constructively in a group, while contributing new knowledge for the world to read. Students will feeling a sense of belonging (achieving a group task) and actively learn through challenging themselves and achieving a goal (Hendry, 1996, cited in McInerney & McInerney, 2006).
A year 12 class of mine is about to start on a new task on food nutrition. The class could be divided into small specific groups (groups of own interest e.g., sports group, diet group, food taste group, love of cooking group) and each group could work on retrieving accurate facts concerning different aspect on food nutrition. The groups could then present to the rest of the class their findings orally using PowerPoint. After constructive feedback from students/teacher, the groups could upload their facts to Wikipedia to await acceptance.
Learning outcomes achieved are:
· Habits of mind (e.g., “Push the limits of your knowledge and abilities” and “Be accurate and seek accuracy”) (Marzano & Pickering, 2006, p.274-285).
· Challenges and strengthening prior knowledge by acquiring new knowledge (Marzano & Pickering, 2006).
· Important social skills acquired (e.g., Listening, cooperation, accepting responsibility, constructive peer feedback and learning of diverse knowledge) (Ashman & Elkins, 2008).
· Giving students a choice of group, relating to their own interests (Marzano & Pickering, 2006).
I will let you know the results of the learning experience.
Thanks for listening.
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Photo: Retrieved August 13, 2009, from www.freedigitalphotos.net
WebQuest...
Hi all,
I wish I had the opportunity to be involved in a WebQuest in my schooling days.
This YouTube clip gives you a tutorial on a WebQuest template site that you might find useful to use to create your first WebQuest for your class.
Possible benefits to learners:
· Engage and motivate students with real world topics
· Opportunity for students to achieve goals in a group
· Challenges student to complete tasks and to be accurate in learning
· Refines students research skills, helps with IT skills
The advantages that WebQuest lessons have over your typical instruction text lesson are:
· Student-centred learning rather than teacher instructional learning
· The opportunity for students to interact more socially and learn more through diversity
· WebQuest promote real world problem solving skills
(Encyclopaedia of Education Institute, n.d.).
From a constructivism prospective: “knowledge is constructed through perception and action” (Hendry, 1996, cited in McInerney & McInerney, 2006. P.5). Hendry (1996, cited in McInerney & McInerney, 2006) also points out, students are more motivated to take part in learning when they are challenged with a task that involve a social context.
In conclusion, WebQuest seems to have a vast number of active learning traits that promote positive learning. Time would be an issue in developing a class WebQuest, however the benefits heavily outweigh this issue. When Students are engaged and motivated with classroom topics, behavioural management issues become minimal, thus giving educators more time to support learning (Ashman & Elkins, 2008).
So can we afford not to use WebQuest as an active learning tool? I think not!
Thanks for listening
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Encyclopaedia of Education Institute. (n.d.). The instructional use of WebQuest. Retrieved August 13, 2009, from http://coe.sdsu.edu/eet/Articles/webquest/index.htm
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Smith, S. (2007). WebQuest tutorial. Retrieved August 13, 2009, from http://www.youtube.com/watch?v=FnJ2moNmbdk&feature=related
I wish I had the opportunity to be involved in a WebQuest in my schooling days.
This YouTube clip gives you a tutorial on a WebQuest template site that you might find useful to use to create your first WebQuest for your class.
Possible benefits to learners:
· Engage and motivate students with real world topics
· Opportunity for students to achieve goals in a group
· Challenges student to complete tasks and to be accurate in learning
· Refines students research skills, helps with IT skills
The advantages that WebQuest lessons have over your typical instruction text lesson are:
· Student-centred learning rather than teacher instructional learning
· The opportunity for students to interact more socially and learn more through diversity
· WebQuest promote real world problem solving skills
(Encyclopaedia of Education Institute, n.d.).
From a constructivism prospective: “knowledge is constructed through perception and action” (Hendry, 1996, cited in McInerney & McInerney, 2006. P.5). Hendry (1996, cited in McInerney & McInerney, 2006) also points out, students are more motivated to take part in learning when they are challenged with a task that involve a social context.
In conclusion, WebQuest seems to have a vast number of active learning traits that promote positive learning. Time would be an issue in developing a class WebQuest, however the benefits heavily outweigh this issue. When Students are engaged and motivated with classroom topics, behavioural management issues become minimal, thus giving educators more time to support learning (Ashman & Elkins, 2008).
So can we afford not to use WebQuest as an active learning tool? I think not!
Thanks for listening
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Encyclopaedia of Education Institute. (n.d.). The instructional use of WebQuest. Retrieved August 13, 2009, from http://coe.sdsu.edu/eet/Articles/webquest/index.htm
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Smith, S. (2007). WebQuest tutorial. Retrieved August 13, 2009, from http://www.youtube.com/watch?v=FnJ2moNmbdk&feature=related
TeacherTube & YouTube
Hi all,
TeacherTube is an educational video share website. It focuses on providing safe instructional videos for educators to use and share with students to provide better learning outcomes (TeacherTube, 2009).
YouTube is also a video sharing website with educational and instructional videos useful to students. However, YouTube’s has less restrictions of what can be uploaded by others. Before using YouTube for educational purposes, clips need to be scanned for inappropriate material.
This week my year nine class is working on kitchen safety.This lesson involves a lot of does and don’ts on kitchen safety instructions from a text book and class demonstrations. My thoughts were to demonstrate fire safety instruction in a safe but more dramatic manor to catch the student’s attention and keep them focused on the task.
To cover different styles of learning in students, I have included visual material to support text readings. This is consistent with the findings of Loo (2004, as cited in McInerney & McInerney, 2006) who states that, all educators need to adjust teaching and learning approaches to account for possible preferences in learners.
I plan on doing this by finding a balance between important text book theory and instructional video from TeacherTube and YouTube. (Below is a clip I have chosen from TeacherTube).
Kearsley and Shneiderman’s (1999, p.1) states, “By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation”.
In conclusion I believe if these video sharing websites are used wisely by educators they can be a powerful and productive learning tool.
Thank you.
Jim Price
Eljdeguia. (2008). Kitchen fire safety. Retrieved August 13, 2009, from http://teachertube.com/viewVideo.php?video_id=30588&title=Kitchen_Fire_Safety
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
TeacherTube. (2009). About TeacherTube. Retrieved August 12, 2009, from
http://teachertube.com/staticPage.php?pg=about
TeacherTube is an educational video share website. It focuses on providing safe instructional videos for educators to use and share with students to provide better learning outcomes (TeacherTube, 2009).
YouTube is also a video sharing website with educational and instructional videos useful to students. However, YouTube’s has less restrictions of what can be uploaded by others. Before using YouTube for educational purposes, clips need to be scanned for inappropriate material.
This week my year nine class is working on kitchen safety.This lesson involves a lot of does and don’ts on kitchen safety instructions from a text book and class demonstrations. My thoughts were to demonstrate fire safety instruction in a safe but more dramatic manor to catch the student’s attention and keep them focused on the task.
To cover different styles of learning in students, I have included visual material to support text readings. This is consistent with the findings of Loo (2004, as cited in McInerney & McInerney, 2006) who states that, all educators need to adjust teaching and learning approaches to account for possible preferences in learners.
I plan on doing this by finding a balance between important text book theory and instructional video from TeacherTube and YouTube. (Below is a clip I have chosen from TeacherTube).
Kearsley and Shneiderman’s (1999, p.1) states, “By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation”.
In conclusion I believe if these video sharing websites are used wisely by educators they can be a powerful and productive learning tool.
Thank you.
Jim Price
Eljdeguia. (2008). Kitchen fire safety. Retrieved August 13, 2009, from http://teachertube.com/viewVideo.php?video_id=30588&title=Kitchen_Fire_Safety
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
TeacherTube. (2009). About TeacherTube. Retrieved August 12, 2009, from
http://teachertube.com/staticPage.php?pg=about
Wednesday, August 12, 2009
Online Quizzes
Hi all,
My first experience with online quizzes was last term during Learning Management 1. I remember thinking at the time how I preferred this style of online testing compare to what I remembered from past schooling.
Reason for this may have been:
· Using technology for testing (computer)
· Instant results, correct answers and explanation after test completion
· The comfort of being able to take test anywhere/anytime out of class
Now it was my turn to create my own online quiz for my students. I decided to create a quick multiple choice quiz based on Coffee theory (year 12 lesson). Using a website called ClassMarker I went about constructing my first online quiz. I found ClassMarker easy to navigate due to simple to follow instructions, and creating this quiz was enjoyable at the same time.
Features I like about Classmarker:
· Educator can control test settings to suit students learning abilities and learning styles
· Instant results and students can receive instant feedback
· Results are stored in one easy to find place (can be transferred to Excel)
· Easy and fun for educator to create
The feedback I received from the students who took the test was mostly positive (as positive as you are going to get from students about a test). They found it easy to access, liked that it was related to class lessons and liked the fact they received instant results.
Students achieve positive learning outcomes when educators taken into account diverse learning styles and learning abilities (Ashman & Elkins, 2008).
Pointed out in a Felder (2005) paper, learners process and construct information differently, diverse learning styles in students needs to be considered.
Use this link to take the test (Coffee theory). Username: lisa4503 Password: jasper
Thanks
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
My first experience with online quizzes was last term during Learning Management 1. I remember thinking at the time how I preferred this style of online testing compare to what I remembered from past schooling.
Reason for this may have been:
· Using technology for testing (computer)
· Instant results, correct answers and explanation after test completion
· The comfort of being able to take test anywhere/anytime out of class
Now it was my turn to create my own online quiz for my students. I decided to create a quick multiple choice quiz based on Coffee theory (year 12 lesson). Using a website called ClassMarker I went about constructing my first online quiz. I found ClassMarker easy to navigate due to simple to follow instructions, and creating this quiz was enjoyable at the same time.
Features I like about Classmarker:
· Educator can control test settings to suit students learning abilities and learning styles
· Instant results and students can receive instant feedback
· Results are stored in one easy to find place (can be transferred to Excel)
· Easy and fun for educator to create
The feedback I received from the students who took the test was mostly positive (as positive as you are going to get from students about a test). They found it easy to access, liked that it was related to class lessons and liked the fact they received instant results.
Students achieve positive learning outcomes when educators taken into account diverse learning styles and learning abilities (Ashman & Elkins, 2008).
Pointed out in a Felder (2005) paper, learners process and construct information differently, diverse learning styles in students needs to be considered.
Use this link to take the test (Coffee theory). Username: lisa4503 Password: jasper
Thanks
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
Animation and Simulations
Hi all,
These are web animated or real life curriculum based lessons that are developed to help, engage and educate students by using interactive strategies.
The advantages of using Animations and Simulations are:
· They engage and challenge students with complex topics using easy to understand methods
· Accessible anywhere/anytime
· Can be used in groups or one on one
· Highly interactive
· Useful when limited physical resources are available
· Covers diverse student learning styles
· Able to link to other teaching tools (e.g., Interactive whiteboards & projectors)
(BrainPOP, 2009).
I took part in an animated (Science-human body) interactive learning class on the makeup of the human body. This online class consisted of many interactive tools which incorporates prior knowledge with new knowledge. Marzano and Pickering (2006) point out the importance of creating opportunities for students to work out new information from prior knowledge. From this students will learn new knowledge and deepen learning of prior knowledge.
I would like to share with you a great educational animation website called (BrainPOP).
Thank you for listening.
Jim Price
BrainPOP. (2009). BrainPOP educators: Tips, tools & resources. Retrieved August 12, 2009, from http://www.brainpop.com/
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
These are web animated or real life curriculum based lessons that are developed to help, engage and educate students by using interactive strategies.
The advantages of using Animations and Simulations are:
· They engage and challenge students with complex topics using easy to understand methods
· Accessible anywhere/anytime
· Can be used in groups or one on one
· Highly interactive
· Useful when limited physical resources are available
· Covers diverse student learning styles
· Able to link to other teaching tools (e.g., Interactive whiteboards & projectors)
(BrainPOP, 2009).
I took part in an animated (Science-human body) interactive learning class on the makeup of the human body. This online class consisted of many interactive tools which incorporates prior knowledge with new knowledge. Marzano and Pickering (2006) point out the importance of creating opportunities for students to work out new information from prior knowledge. From this students will learn new knowledge and deepen learning of prior knowledge.
I would like to share with you a great educational animation website called (BrainPOP).
Thank you for listening.
Jim Price
BrainPOP. (2009). BrainPOP educators: Tips, tools & resources. Retrieved August 12, 2009, from http://www.brainpop.com/
Marzano, R, J., & Pickering, D, J. (2006). Dimensions of learning: Teacher’s manual. Heatherton, Vic, Australia: Hawker Brownlow Education.
Static Websites
Hi all
I have to admit it has taken me some time to understand the definition of a static website. I read text from a number of different website to try and grasp a better understanding with little success. However, I found a YouTube clip (embedded below) on static websites which gave me a clearer understanding on the topic.
Static websites are websites that contain fixed contents on different pages which are easy to create by using a template. To change data on these pagers the creator has to manual change the information displayed page by page. Static websites are still in use; however Dynamic websites are more commonly used today due to pages being generated in real time (Tech Terms, 2009).
Being a visual learner, I should have proceeded to YouTube earlier in my research on this topic. Gardner (1983, 1993, as cited in McMillan & Weyers, 2006) illustrates in his multiple intelligences table, that individual/group learners are able to process information and achieve positive learning outcome with the support of visual aide (i.e. video/audio).
Static website advantages:
· Simple to use and create with the use of templates.
· Opportunity to increase IT skills
· Pages load quick
Disadvantages:
· Because they are static they begin to lose their appeal over time
· Becomes difficult to maintain and change when the site becomes bigger
· Not as visitor interactive as Dynamic sites
In conclusion, static websites have a valuable place in education. The simplicity and ease of creating static website helps introduce students who are unsure and not familiar with website building. This engaging and interactive introduction to website building could lead to more challenging tasks by students in the future (creating a Dynamic website).
Challenging students creates a deeper sense of self-learning and provides students the opportunity to build on their prior knowledge. This theory is re-enforced by Petty (2004), stating that students like challenging tasks and it leads to active learning.
Thank you
Jim Price
McMillan, K., & Weyers, J. (2006). The smarter student: study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Petty, G. (2004). Active learning. Retrieved August 12, 2009, from http://www.geoffpetty.com/activelearning.html
Potts, E. (2009). What's the difference between static and dynamic websites? Retrieved August 12, 2009, from http://www.youtube.com/watch?v=n_VQilp5GoQ
Tech Terms. (2009). Static websites. Retrieved August 12, 2009, from http://www.techterms.com/definition/staticwebsite
I have to admit it has taken me some time to understand the definition of a static website. I read text from a number of different website to try and grasp a better understanding with little success. However, I found a YouTube clip (embedded below) on static websites which gave me a clearer understanding on the topic.
Static websites are websites that contain fixed contents on different pages which are easy to create by using a template. To change data on these pagers the creator has to manual change the information displayed page by page. Static websites are still in use; however Dynamic websites are more commonly used today due to pages being generated in real time (Tech Terms, 2009).
Being a visual learner, I should have proceeded to YouTube earlier in my research on this topic. Gardner (1983, 1993, as cited in McMillan & Weyers, 2006) illustrates in his multiple intelligences table, that individual/group learners are able to process information and achieve positive learning outcome with the support of visual aide (i.e. video/audio).
Static website advantages:
· Simple to use and create with the use of templates.
· Opportunity to increase IT skills
· Pages load quick
Disadvantages:
· Because they are static they begin to lose their appeal over time
· Becomes difficult to maintain and change when the site becomes bigger
· Not as visitor interactive as Dynamic sites
In conclusion, static websites have a valuable place in education. The simplicity and ease of creating static website helps introduce students who are unsure and not familiar with website building. This engaging and interactive introduction to website building could lead to more challenging tasks by students in the future (creating a Dynamic website).
Challenging students creates a deeper sense of self-learning and provides students the opportunity to build on their prior knowledge. This theory is re-enforced by Petty (2004), stating that students like challenging tasks and it leads to active learning.
Thank you
Jim Price
McMillan, K., & Weyers, J. (2006). The smarter student: study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Petty, G. (2004). Active learning. Retrieved August 12, 2009, from http://www.geoffpetty.com/activelearning.html
Potts, E. (2009). What's the difference between static and dynamic websites? Retrieved August 12, 2009, from http://www.youtube.com/watch?v=n_VQilp5GoQ
Tech Terms. (2009). Static websites. Retrieved August 12, 2009, from http://www.techterms.com/definition/staticwebsite
Learning Management System (LMS)
Hi all,
The term Learning Management System (LMS) was new to me before I started my BLM degree. Over the past seven months, I have become more familiar with the term and the systems used to support and guide my learning (e.g., Blackboard & Moodle).
LMS are use for areas such as education for managing assignments and classes, networking (e.g., student to lecturer), distributing information and record keeping. LMS are beneficial for on-line distance education classes (E-Learning Consulting, 2008)
After I felt comfortable navigating my way around Blackboard and Moodle, I found this system very beneficial to my learning.
LMS has supported my studies by:
· Structuring course information and resources.
· Being able to access the systems from anywhere/anytime.
· The ability to communicate with lecturers and peers instantly.
The advantage I have discovered from LMS as a learning tool is consistent with finding from Salomon and Perkins (1998, as cited in McInerney & McInerney, 2006) stating that a tool is used to extend and refine the learner’s capability to achieve a desired result and to act as a cognitive scaffold.
E-Learning Consulting. (2008). Learning management systems. Retrieved August 12, 2009, from http://www.e-learningconsulting.com/products/learning-management-system.html
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Tuesday, August 11, 2009
Podcasting
I chose to review and reflect on three podcasts that I found interesting and would like to think students would too.These Podcasts are:
· Technology 4 Teachers (using technology in schools)
· Douchy’s Night Sky Podcast (Australian astronomy class on Podcast)
· Sterling High Videos & Podcasts
Technology 4 Teachers is a compilation of various lessons on how to incorporate technology into classrooms and how to engage students with learning. One video that I found very informing and beneficial was on how to use mobile phones to your advantage as a teacher. Another podcast of interest was on how to integrate technology into classrooms that will engage students with learning.
Douchy’s Night Sky Podcast has been set up by a teacher from Victoria to support his astronomy classes he teachers at school. The students learn theory in class during the day. The students then have the opportunity to download audio instructions from his Podcast classes to view the skies at night. The teacher is incorporating theory during the day and engaging practical instructions via podcast at night. According to Dale’s Cone (1969, as cited in Active Learning Online, 2000) theory, this is a direct and purposeful learning method, relating to real world experiences.
Sterling High videos & Podcast is a video Podcast documentary on all aspects of high school life at Sterling High. Videos cover activities such as sports, entertainment, school and student events and school promotional commercials.
I believe this a great way to promote and demonstrate school pride to the world. Having students actively involved in producing a Podcast focused on their school, fellow students, teachers and their surrounding community would give students a sense of belonging to a group. This is consistent with Maslow’s hierarchy of needs (1968, 1970, 1976, as cited in McInerney & McInerney, 2006); students need to feel they belong for learning to continue.
Thank you
Jim Price
Active Learning Online. (2000). Why use active learning? Retrieved August 5, 2009, from http://www.acu.edu/cte/activelearning/whyuseal2.htm
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Photo: Retrieved August 11, 2009, from freedigitalphotos.net
Monday, August 10, 2009
Interacting with SlideShare
Cooking with chocolate
View more presentations from jimdarrenprice.
Without doubt one of the most useful and engaging technology tools I have experienced during this course. Even though I had some minor difficulties during the process of creating and sharing my online presentation, I enjoyed the learning experience.
A basic overview of SlideShare is:
· A website where anyone is able to retrieve a variety of posted presentations.
· A free site for anyone to upload their own presentation (PowerPoint).
· A site where you can synchronise mp3 files with your presentations.
· Community based site you can share with groups, friends and family.
Uploading my PowerPoint to this site was hassle free with easy to follow instructions. I had a few troubles calibrating my microphone, however with a few helpful tips from friends via Skype I was up and running. Having some past experience with video editing I found synchronising the presentation with my mp3 audio fairly simple.
How SlideShare could be used in education:
· Presentations could be embedded into student blogs to clarify and demonstrate what topic will be learnt in class for the week.
· As a resource tool for class topics.
· Sharing class presentations to other students worldwide.
· Opportunity to improve IT skills
SlideShare would contribute greatly to learning outcomes in students, through interaction with what they are learning. Oliver et al. and Salmon (1998, 200, cited in Brown & Drinkwater, 2001) point out, learning outcomes are improved through interaction with well used WWW learning tools.
Sims and Biggs (1999, cited in Brown & Drinkwater, 2001) also point out, that students are more likely to have positive learning outcomes if they engage and interact, rather than students passively receiving information.
I will be using this tool in my future classes.
Thanks for listening.
Jim Price
Brown, A. & Drinkwater, D. (2001). Encouraging active learning with more interactive WWW designs. Retrieved August 11, 2009, from http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/browna.pdf
Interactive Whiteboards...
I personal have never seen an interactive whiteboard, let alone used one. However after researching and watching YouTube clips on this form of teaching technology I am very interested in using one.
To my understanding there seems to be some debate about the effectiveness of interactive whiteboards in classrooms. Some argue that they engage and motivate students towards desired learning outcomes more effectively. Others argue that the cost of interactive whiteboards do not justify what can be achieved by them.
Only having limited knowledge about this technology teaching tool I am hesitant to pass judgement for now. However judged on research alone, I will say, like all other forms of educational technology interactive whiteboard are only truly effective if operators (teachers) are trained, creative and comfortable with the tool (Edna, 2009).
Student need to be engaged in what they are learning to achieve positive learning outcomes (Education Queensland, 2009). Interactive whiteboards when used efficiently can be an engaging tool for students (Education Queensland, 2009).
Thank you.
Jim Price
Edna. (2009). Interactive whiteboards. Retrieved August 10, 2009, from http://www.edna.edu.au/edna/go/schooled/school_theme_pages/pid/544
Education Queensland. (2007). Essential skills for classroom management. Retrieved August 6, 2009, from http://education.qld.gov.au/studentservices/behaviour/bm-essentialskills.html
Education Queensland. (2007). Thinking digital. Retrieved August 6, 2009, from http://www.learningplace.com.au/deliver/content.asp?pid=38787
To my understanding there seems to be some debate about the effectiveness of interactive whiteboards in classrooms. Some argue that they engage and motivate students towards desired learning outcomes more effectively. Others argue that the cost of interactive whiteboards do not justify what can be achieved by them.
Only having limited knowledge about this technology teaching tool I am hesitant to pass judgement for now. However judged on research alone, I will say, like all other forms of educational technology interactive whiteboard are only truly effective if operators (teachers) are trained, creative and comfortable with the tool (Edna, 2009).
Student need to be engaged in what they are learning to achieve positive learning outcomes (Education Queensland, 2009). Interactive whiteboards when used efficiently can be an engaging tool for students (Education Queensland, 2009).
Thank you.
Jim Price
Edna. (2009). Interactive whiteboards. Retrieved August 10, 2009, from http://www.edna.edu.au/edna/go/schooled/school_theme_pages/pid/544
Education Queensland. (2007). Essential skills for classroom management. Retrieved August 6, 2009, from http://education.qld.gov.au/studentservices/behaviour/bm-essentialskills.html
Education Queensland. (2007). Thinking digital. Retrieved August 6, 2009, from http://www.learningplace.com.au/deliver/content.asp?pid=38787
File Storage...MediaFire
MediaFire is a free and easy to use file storage site where you are able to upload files very quickly from your computer’s hard drive and share them with others. MediaFire gives you various options of how you want to share your files.Options include:
· Via email
· Embed in Website
· Attach to IM (instant messenger)
· Copy Share URL and link it to a blog posting
There are also options to link your files to other networking sites such as facebook and MySpace.
Educational advantages of MediaFire are:
· Sharing diverse knowledge and information with peers
· Fast unlimited file uploads and downloads (saves time)
· Instantly share school camp/trip photos with family and friends (using iPhones)
· Share files/photos with other schools working on similar projects
Learning can be enhanced when students are given the chance to interact with other students with diverse knowledge (McInerney & McInerney, 2006). Once files are uploaded, they are there for the world to see and use (unless the privacy box is ticked) so care needs to be taken if you are using this tool in an education environment.
Use this link if you need a photo for your Google Earth blog (Google Earth Photo)
Overall I found this a useful and simple tool to use. And it is 100% FREE!
Thanks
Jim Price
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Using Video
From my past experiences the use of instructional videos has been a great tool to use when incorporating it with other teaching methods. Being a visual learner I personal benefit more from watching how to do something on video media rather than trying to learn the same skill from text.Certain strengths that video brings to learning are:
· The concept of what is to be learnt is realised by the learner more instant than by text instructions.
· Incorporation of visual instructions holds audience attention longer.
· Video instructions can be paused, slowed down, rewind, fast forwarded or replayed for easy clarification of the desired skill.
Video can be used for:
· PowerPoint presentations
· Documenting lab results
· Video and broadcasting cooking lessons
· Used to improve sporting skills
The list of ways to incorporate video into education is endless. It comes down to how creative you are.
Gardner (1983, 1993, as cited in McMillan & Weyers, 2006) illustrates in his multiple intelligences table that one of the nine ways people process information best is through the use of visual imagery. Dale’s Cone (1969, as cited in Active Learning Online, 2000) theory shows motion pictures and television to have minimal to medium affective learning attributes for students when used alone. However, if video was incorporated with direct hands on lessons (video and broadcasting a cooking lesson) more effective active learning could be achieved.
Thanks for listening
Jim Price
Active Learning Online. (2000). Why use active learning? Retrieved August 5, 2009, from http://www.acu.edu/cte/activelearning/whyuseal2.htm
McMillan, K., & Weyers, J. (2006). The smarter student: study skills & strategies for success at university. Harlow, Essex, England: Pearson Education Limited.
Photo: Retrieved August 10, 2009, from www.freedigitalphotos.net
Power to PowerPoint
Before I started university this year I had not heard of PowerPoint let alone used this presentation tool. To my relief the process of constructing, editing and operating PowerPoint for group presentations was simple. Being user friendly this tool is appropriate for all ages.Other advantages of PowerPoint are:
· Visual media such as videos, photos and charts are easy to incorporate into text.
· Groups can work on the PowerPoint separately and then bring it together as a final presentation.
· Use of palm cards is reduced (PowerPoint used as an information prompt)
· Helps with retaining audience attention.
Some problems I have encountered with PowerPoint are:
· Technical difficulties
· Presentation not compatible on other computers
Salomon and Perkins (1998, as cited in McInerney & McInerney, 2006) stated that a tool is used to extend the learners capability to achieve a desired result and to act as a cognitive scaffold.
PowerPoint is a visual tool that can be used to help support and implement presentations and lessons material. As Felder (2005) points out in a recent paper, a high percentage of students surveyed considered themself visual learners. Taking this into account, PowerPoint used wisely with engaging contents (e.g., multimedia, web links) would live up to its name and be a powerful tool to support active learning.
Thanks for listening
Jim Price
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Photo: Retrieved August 10, 2009, from www.FreeDigitalPhotos.net
Wiki...Educational benefits
I have spent the past few hours navigating my way around Wiki WetPaint and I must say I have enjoyed experimenting with all the applications available. This is one web tool I wish I had known about last term when I had a group assignment. Emailing one another was the main form of contact due to distance obstacles. However Wiki WetPaint would have been a far superior web tool to use to share and edit information such as; photos, videos, charts, PowerPoint etc.
Being password protected, this site is safe to use. The creator of the site has the choice of making the site private, accessible for all to see and also able to invite specific members to share and edit. The only problem I found with Wiki WetPaint that it was slow to upload photos.
This would be a useful web tool to use with students in a classroom environment for group work. However I feel this tool would be more beneficial to distance educational students. As mentioned above, distance obstacles can be a major barrier when it comes to education.
With the use of this tool, distant collaborative student/teacher or student/student projects are stream lined to one site that is easy to manage.
Wiki WetPaint is an engaging web tool which would support active learning by achieving cooperative learning. The importance of cooperative learning is documented in a paper by McAlpine and Allen (2007), stating that working with peers helps build diverse forms of knowledge in an active and engaging format.
Thanks
Jim Price
Thanks
Jim Price
McAlpine, I. & Allen, B. (2007). Designing for active learning online with learning design
templates. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007.
http://www.ascilite.org.au/conferences/singapore07/procs/mcalpine.pdf
Photo: Retrieved August 10, 2009, from www.FreeDigitalPhotos.net
Sunday, August 9, 2009
e.Portfolio...
I had a few difficulties setting up my Mahara account. However, with a few tips from my fellow students I was on my way to establishing my first e.Portfolio.
I must admit at first I found it a little difficult navigating my way around this site. However, within an hour I was able to create my view, add friends and start building a file system for educational folders. I began to appreciate the advantages of having an e.Portfolio.
These advantages are:
· Establishing groups and collaborating
· Storing and building on educational documents
· Social networking with colleagues
· Easy access to all your information in one place
· The ability to access your e.Portfolio anywhere
These are the obvious advantages I have noticed in my brief experience with Mahara. However, I am keen to explore (and add to) my e.Portfolio to obtain the full potential from this tool.
Other advantages of e.Portfolios are pointed out in a QUT paper by Emmet (2003):
· Greater interaction with other students and teachers
· Creates a sense of responsibility towards a student’s own learning
· Improve IT skills
DiBiase (2002, as cited in Emmet, 2003) also points out in this paper how portfolios help students achieve their educational goals through self-planning.
Thanks
Jim Price
DiBiase, D. (2002). Using e-Portfolios at Penn State to enhance student learning. Retrieved August 9, 2009, from https://www.e-education.psu.edu/files/e-port_report.pdf
Emmet, D. (2003). E-portfolios at QUT: Providing the potential for competitive advantage and a motivating learner-centered environment. Retrieved August 9, 2009, from http://eprints.qut.edu.au/79/1/DavidEmmett.PDF
I must admit at first I found it a little difficult navigating my way around this site. However, within an hour I was able to create my view, add friends and start building a file system for educational folders. I began to appreciate the advantages of having an e.Portfolio.
These advantages are:
· Establishing groups and collaborating
· Storing and building on educational documents
· Social networking with colleagues
· Easy access to all your information in one place
· The ability to access your e.Portfolio anywhere
These are the obvious advantages I have noticed in my brief experience with Mahara. However, I am keen to explore (and add to) my e.Portfolio to obtain the full potential from this tool.
Other advantages of e.Portfolios are pointed out in a QUT paper by Emmet (2003):
· Greater interaction with other students and teachers
· Creates a sense of responsibility towards a student’s own learning
· Improve IT skills
DiBiase (2002, as cited in Emmet, 2003) also points out in this paper how portfolios help students achieve their educational goals through self-planning.
Thanks
Jim Price
DiBiase, D. (2002). Using e-Portfolios at Penn State to enhance student learning. Retrieved August 9, 2009, from https://www.e-education.psu.edu/files/e-port_report.pdf
Emmet, D. (2003). E-portfolios at QUT: Providing the potential for competitive advantage and a motivating learner-centered environment. Retrieved August 9, 2009, from http://eprints.qut.edu.au/79/1/DavidEmmett.PDF
Thursday, August 6, 2009
Sharing Flickr
Flickr is a free online photo and video management site for everyone to use for sharing visual media. The purpose of this blog is to explore and review Flickr used as an active learning tool for students.
Firstly I would like to point out a few practical uses of Flickr in schools, these are:
•Visual images can be shared and used in presentations
•Educators can create a virtual field trip from your classroom
•Use Flickr in conjunction with Google Earth to help teach Geography
•Teachers/students can use the RSS feeder function to directly feed required images for classroom tasks
•Imagery documentation, editing and direct posting to classroom blog from Flickr.
A strategy teachers could use to implement Flickr as an active learning tool would to have students work in small groups and create a imagery storyline of a class project (e.g., cooking foods from around the world). Students could use their own photos or share photos from other school classes worldwide who are working on the same project. Students working together on meaningful projects socially and academically have a sense of belonging (Ashman & Elkins, 2008). Also according to the theory of Maslow’s hierarchy of needs (1968, 1970, 1976, as cited in McInerney & McInerney, 2006); students need to feel they belong for learning to continue.
However, like any other sharing website used for educational purposes, caution and careful scanning of images is needed.
This blog and photo was created and posted using a link option between Flickr and Blogger.
Thanks
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Photo: www.flickr.com Retrieved August 6, 2009.
Firstly I would like to point out a few practical uses of Flickr in schools, these are:
•Visual images can be shared and used in presentations
•Educators can create a virtual field trip from your classroom
•Use Flickr in conjunction with Google Earth to help teach Geography
•Teachers/students can use the RSS feeder function to directly feed required images for classroom tasks
•Imagery documentation, editing and direct posting to classroom blog from Flickr.
A strategy teachers could use to implement Flickr as an active learning tool would to have students work in small groups and create a imagery storyline of a class project (e.g., cooking foods from around the world). Students could use their own photos or share photos from other school classes worldwide who are working on the same project. Students working together on meaningful projects socially and academically have a sense of belonging (Ashman & Elkins, 2008). Also according to the theory of Maslow’s hierarchy of needs (1968, 1970, 1976, as cited in McInerney & McInerney, 2006); students need to feel they belong for learning to continue.
However, like any other sharing website used for educational purposes, caution and careful scanning of images is needed.
This blog and photo was created and posted using a link option between Flickr and Blogger.
Thanks
Jim Price
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Photo: www.flickr.com Retrieved August 6, 2009.
Tuesday, August 4, 2009
Views on Google Earth...
Hands up who has not used Google Earth (not too many I am guessing), be it for educational reasons or just for fun. A view of the whole world on your computer is only a click away with Google Earth. This web tool is not limited to just viewing world destinations in 3-D imagery, it also has valuable educational purposes such as:· Enticing students to become interested in subjects such as geography (e.g. students can explore the Earth’s land surfaces and underwater views , as well as the surfaces of the Moon and Mars)
· Impact studies e.g., the impact of civilisation and natural disaster upon our planet (using historical views).
· Use in math classes e.g. using measurement tools such as longitude, latitude and the distance tool.
· Engaging students in class topics with the use of multimedia links.
· Using Google Sky (linked to Google Earth) for astronomy classes.
· Uploading field trip multimedia clips to Google Earth for future reference.
· Use in science and marine biology projects e.g., volcano and reef watch (NOAA, 2009).
· Assisting and benefiting visual/audio based learners
The educational uses for this tool are only limited by the imagination of the user. Google Earth is very user friendly and users of all ages could master this tool in a limited amount of time.
Used wisely, Google Earth would be a useful tool to motivate and engage students in meaningful learning. As Mclnerney and Mclnerney (2006) point out there is a relationship between motivation and constructivism. The importance of constructivism is demonstrated by The Student Motivation and Engagement Wheel developed by Martin (2003, as cited in Mclnerney & Mclnerney, 2006). The wheel illustrates clearly that, students without motivation towards learning will decline from a self-efficacy (confidant, able to face real world problems) stage to a disengagement (giving up) stage.
Thanks
Jim Price
Photo: www.gettyimages.com
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
NOAA. (2009). Coral reef watch. Retrieved August 3, 2009, from http://coralreefwatch.noaa.gov/satellite/ge/index.html
Using Music.....
Incorporating music into teaching has many benefits. These benefits include:• Adding entertainment and enhancing other teaching media (e.g., photo and video presentations, background sound effects to oral presentations and web pages).
• Helping to create interest in classroom tasks (motivation).
• Assisting audio/visual learners.
• The ability for music to be adapted to work with any classroom topic (e.g., adding sound effects to storytelling in a literacy class or adding music to a cooking demonstration video made by a student).
An important consideration when using music from the web is to keep in mind music copyright laws. In brief, copyright is a form of legal protection for the use of written material. For further information on copyright laws use this link (copyright laws).
I myself have made and edited a few travel videos over the years. I have found that by adding background music or sound effects to visual clips it enhanced and helped set the mood of the story being told.
Choosing and incorporating music into web based classroom tasks is fun! When students find tasks interesting they are more likely to be motivated to complete the task (Mclnerney& Mclnerney, 2006).
Due to different learning styles and abilities amongst students there needs to be an allowance for different learning/teaching methods to be used (Ashman & Elkins, 2008). For example, vision impaired students would benefit greatly from auditory based lessons. As pointed out in a Felder (2005) paper, certain learners process information more efficiently if sensory learning styles are considered (e.g., audio).
The link below is of a music track I downloaded from a royalty free website (imcompetech) as an example of music that could be used for a class project e.g. background music for a visual presentation. I chose this track because I believe it will help create a peaceful mood and also assist drawing attention to a presentation.
(Music link)
Thanks for listening.
Jim
Ashman, A., & Elkins, J. (2008). Education for Inclusion and Diversity. Frenchs Forest: Pearson Education Australia.
Felder, M., R. (2005). Understanding student differences. Retrieved August 3, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
Mclnerney, D. M, & Mclnerney, V. (2006). Educational psychology constructing learning. Frenchs Forest, NSW, Australia: Pearsons Education Australia.
Music: Easy Jam, Kevin MacLeod: http://incompetech.com/
Photo: FreeDigitalPhotos.net
Tuesday, July 28, 2009
Voki Avatars
Hi all,
The focus of this blog is to review and discuss whether Avatars have a place in our classrooms as an effective learning tool to help improve learning outcomes for students. Points I will consider are:
· Would students of all ages find using this technology interesting and enjoyable?
· Is it user friendly?
· How can teachers use avatars to benefit learners with their studies?
In relation to the first question, I believe students of all ages would find this ICT tool interesting and enjoyable. The ability to create and incorporate different human and animal animation characters with audio into learning would engage a majority of students, young and old.
I created an Avatar for myself and found this tool simple to use with straightforward steps and ample options to create different characters. This would be a novel tool to use in classroom PowerPoint presentations to introduce topics.
Further, I believe Avatars could be of benefit to students in online distance education classes. With the use of Avatars, distance education students would have some type of human element to their online lessons. To be able to put a face to lesson instructions would make learning meaningful and more interesting for distance education students (Melbourne Herald Sun, 2009).
As pointed out in a Herald Sun (2009) news article, it is not only schools, but the Air force, Navy and National Guard that are using 3-D character interaction tools to train students.
Thanks for listening.
Jim
Melbourne Herald Sun, (2009) Virtual learning gets second wind from second life. Retrieved July 28, 2009. From http://www.careerexpo.com.au/news57.php
The focus of this blog is to review and discuss whether Avatars have a place in our classrooms as an effective learning tool to help improve learning outcomes for students. Points I will consider are:
· Would students of all ages find using this technology interesting and enjoyable?
· Is it user friendly?
· How can teachers use avatars to benefit learners with their studies?
In relation to the first question, I believe students of all ages would find this ICT tool interesting and enjoyable. The ability to create and incorporate different human and animal animation characters with audio into learning would engage a majority of students, young and old.
I created an Avatar for myself and found this tool simple to use with straightforward steps and ample options to create different characters. This would be a novel tool to use in classroom PowerPoint presentations to introduce topics.
Further, I believe Avatars could be of benefit to students in online distance education classes. With the use of Avatars, distance education students would have some type of human element to their online lessons. To be able to put a face to lesson instructions would make learning meaningful and more interesting for distance education students (Melbourne Herald Sun, 2009).
As pointed out in a Herald Sun (2009) news article, it is not only schools, but the Air force, Navy and National Guard that are using 3-D character interaction tools to train students.
Thanks for listening.
Jim
Melbourne Herald Sun, (2009) Virtual learning gets second wind from second life. Retrieved July 28, 2009. From http://www.careerexpo.com.au/news57.php
RSS readers
Hi all,
Like a lot of you, I was feeling lost when the term “RSS readers/aggregator” was introduced in class or used in an online chat room. After some discussion on this topic with fellow classmates and watching a YouTube clip on RSS readers, not only was the definition becoming clear, but the advantages of this tool were becoming more apparent.
My understanding of this tool is that it is a means of retrieving information automatically and instantly (useful for the user) to one simple to read (and use) web site without attracting such things as spam and viruses.
So using this definition, how would an RSS reader help us as learning managers in a classroom teaching situation? Ideas that come to mind are:
· Retrieving important and useful information on current classroom topics automatically;
· Having students of all ages creating their own classroom blogs and websites and then subscribing to common interest feeds; and
· Being able to notify external learners instantly of new and useful resources.
(Kaplan-Leiserson, 2004)
Relating this to my discipline area of hospitality classes at high school, I could have the students set up a blog page on specific dessert cooking recipes (i.e. chocolate cakes) and subscribe to other blogs or websites of interest to receive useful recipe variations without having to search manually through endless websites.
This is an exercise for you the reader: - In 10 words or less explain in your own words your understanding of RSS readers.
I will be using this tool as a teaching strategy.
Thanks for listening.
Jim
Kaplan-Leiserson, E. (2004). RSS: A Learning Technology. Retrieved July 28, 2009, from http://www.astd.org/LC/2004/0504_kaplan.htm
Monday, July 20, 2009
Engagment using Comic Life
Hi again all fellow bloggers,I just want to share with you a quick overview of an ICT tool I tried. Overall I feel this was a very simple and easy tool that would be helpful in introducing a very fun, engaging and interactive way for students to document learning activities achieved both in class and off school trips (camps). As mentioned this tool is very user friendly which suits all ages, and the only limitations of what you can do comes down to the users imagination.
I put together a quick comic strip of a trip I took to Bells Beach. Primary school students could use this tool to put together a story board of a group assignment to cover their learning journey from start to finish. Even though this tool may be more focused towards younger students, secondary teachers could use this simple software to help engage those students who find working with visual media more appealing and beneficial to completing a particular classroom task.
I recommend giving it a go!
Thanks
Jim Price
Thursday, July 16, 2009
Technology Barriers
There was a time, not too long ago, when I considered myself to be up to date with new technology. Lately however, I feel as though I have been left behind with the changes and advances in technology. This is for two reasons:
1. I have found it difficult to keep up with the rapid rate at which technology has continued to evolve and find its way into so many different aspects of my life; and
2. I began to rebel against advances in technology generally around the time that mobile phones changed from being a simple tool of communication to a device which took photos (and generally quite bad ones at that i.e. initially less than one megapixel) and began to intrude on basic face to face human interaction.
There are a number of reasons why I am particularly adverse to today’s mobile phones:
- Many people’s lives seem to revolve around their mobile phone;
- I am seeing children, as young as 10 years of age, at school camps with mobile phones (when the idea of the camp is to get away from technology and relate to one another and nature);
- The recent bullying incidents taking place at schools, which are being broadcast over the internet using mobile phone technology.
Whilst I do have a mobile of my own (and I do rely on it more now than in the past when I would leave it in the glove box for emergencies only), I do not allow my life to be controlled by it.
I have recently discovered Facebook, MySpace and now Twitter. Whilst these websites are great for keeping in touch with friends and family (particularly for travellers) and communicating with friends overseas, I believe people are spending far too many hours in front of the computer on these sites. Is it really necessary to spend hour upon hour every day in front of the computer catching up with friends, many of whom that just live around the corner? I say GET OUTSIDE and socialize with your friends!
As illustrated in an article from the International Journal of Obesity (2003), our children are becoming more obese on average. So why are we encouraging them to spend hours utilising technologies that keep them in front of a computer when we should be encouraging them to get outdoors, exercise and interact with their friends face to face?
I believe technology used wisely could be beneficial to children's education provided it is used in moderation.
I would be interested to hear you views on this issue.
Thanks
Jim Price
Reference source : Hardus, P, M. (2003). Public perceptions of the causes and prevention of obesity among primary school children. International Journal of Obesity, 27, 1465–1471. Retrieved July 16, 2009, from http://www.nature.com/ijo/journal/v27/n12/pdf/0802463a.pdf
Photo: Retrieved August 16, 2009, from www.freedigitalphotos.net
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