Kitchen Safety Quiz
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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
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