Friday, May 28, 2010
Sunday, May 2, 2010
News Theme Soundtrack
Uploading this to my blog site I had problems. The first song I tried to do just wouldn't do it, computer telling me there were errors involved. So I tried this smaller file to see how it goes - I'm typing this while waiting to see if it works. Adding music to a presentation engages learners and extends the sensory perceptions used by learners. Small children do most of their early learning through music - from nursery rhymes and the alphabet song to groups like the Wiggles and the Hooley Dooleys - so it is a proven effective LM tool that should be utilised extensively in the classroom. Music provides a key to unlocking schemas - we all have songs that make us think of a time and place - and so music can help recall past knowledge when being applied to new situations.
This my posting begun yesterday while waiting for song uploaded from incompetech, saved on my computer and trying to upload to this blog. I believe the song not being able to upload, no matter how long I wait for process to finish, is due to the small size and basic programs on the hard drive in this computer. All unit I have had problems viewing even moodle sites because the software standard with this could not automatically convert the moodle to a program it could open. I eventually learnt how to do this manually, open with a different program, but don't think I will be able to correct this one.
This my posting begun yesterday while waiting for song uploaded from incompetech, saved on my computer and trying to upload to this blog. I believe the song not being able to upload, no matter how long I wait for process to finish, is due to the small size and basic programs on the hard drive in this computer. All unit I have had problems viewing even moodle sites because the software standard with this could not automatically convert the moodle to a program it could open. I eventually learnt how to do this manually, open with a different program, but don't think I will be able to correct this one.
Action Plan
This is the Action Plan I designed before my EPL began so it is very much theory based on what I'd like to be able to carry out in school environment.
Title: Technology and the Environment
Target Year Level: Year 7
Subject Areas and Specific curriculum goals Essential Learnings targeted:
English: WoW: points #5, #6
K&U: Speaking & Listening - points #2; Reading & Viewing - #7; Writing & Designing - #7; Language elements - #1, #4
Science: WoW: #3, #10
K&U: Science as a human endeavour - #1, #3; Energy & Change - #2
SOSE: WoW: #1, #2, #4
K&U: Place and Space - #3
Technology: WoW: #9
K&U: Technology as a Human endeavour - #3
ICTs: Inquiring with ICTS - #1, #2; Creating with ICTs - #3, #4; Communicating with ICTs - #1, #3; Ethics, Issues and ICTs - #8; Operating ICTs - #1, #4
Learning Outcomes to be Achieved:
Learners will understand how ICTs are able to raise awareness of issues that affect many and can participate and contribute to these authentic campaigns through use of ICTs
Learners will be able to identify the impact a product or service used in daily life has on the environment and able to identify the technological changes that are enabling impacts to be reduced
Learners will use class Glogster account to reflect on what they know when unit begins and what they learn after each lesson and be able to monitor their K-W-L strategies through these glogs
Learners will be able to use wiki to collaborate on the planned presentation and so learn how to contribute in group context and resolve issues to reach consensus
Learners will be able locate and identify appropriate internet resources for use
Conceptual Pedagogical Frameworks on which Design is Based
Based on facets of all DoL 1-5
The Learning Engagement Theory of Kearsley and Shneiderman 1999
Dale’s Cone of Learning
Lynch’s 8 Learning Management Questions
Authentic learning design involving relate-create-donate methodology
Relate - Learners will communicate and interact both in the classroom and via wiki to research, design and present set task
Create- Learners will be able to choose an issue that they feel they can relate to and will be able to direct the methods used in design and presentation of Glogster account, wiki contributions and powerpoint presentation
Donate- Learners will have understanding of how young people can contribute to wider community issues through use of technology and have their ideas noted and feedback provided.
Length of learning experience in hours: 12 hours - 2 x 1hr lesson per week over 6 weeks
Target student learning journey (LMG5)
Lesson 1: Students will be introduced to spokesman from local environment community group Mary Burnett Regional Group. Following MBRG presentation there will be a class discussion on what this organisation does to help the environment and how learners can contribute to this cause. It will be proposed that learners can create a presentation on the works this group carry out and issues they deal with. This lesson will be used to understand what the learners know about environmental issues.
Lesson 2: Students will be introduced to the website www.kids-vs-global-warming.com. If resources permit, this lesson will be used for students adding their accounts to class Glogster account and discussion of how technology in communications assists environmental projects. Learners will be expected to have created a post by next lesson on their feelings about how technology can help the environment and how they can use it.
Lesson 3: Learners will form groups to discuss a design for a promotion in a powerpoint presentation for MBRG and media they can use to share their campaign with outside world. Depending on resources learners will be given options to choose from and brainstorming ideas will be displayed in classroom.
Lesson 4: Website and television campaigns will be viewed and learners will note ideas they felt were effective and perhaps use them. Discussion will be held about language, images and music used in campaigns and the feelings these evoked. Ideas to be posted on individual Glogster. Criteria for assessment of project will be discussed.
Lesson 5: Appropriate information sources will be viewed and criteria for what makes a source appropriate discussed. Sites such as Flickr will be seen. In groups learners will discuss resources that will be made use of.
Lesson 6: Resources permitting, this lesson will be used to create wiki and ensure students understand how to use it and the rules involved. After group discussion, learners will be asked to post their thoughts on understanding rules involved in using wiki and how media such as wiki helps the environment on the Glogster account.
Lesson 7: Wiki progress will be discussed and ideas discussed. LM will move around class to discuss with each group ideas they are working on, suggestions for sources of information and possibilities for the presentation of projects
Lesson 8: Projects will be worked on via wiki (if available) and questions answered
Lesson 9: Work-in-progress will be presented to class and feedback given. Glogs will be posted on how Learners feel their group is progressing and use of technologies involved
Lesson 10: Projects will be worked on via wiki (if available) and questions answered. Preparation for presenting projects to class and parents will be undertaken
Lesson 11: Presentation of projects to MBRG rep and feedback given. Learners will glog what they feel they have learned from this unit and how effective they feel the media used in their presentation was
Lesson 12: Student feedback on unit and learning outcomes will be discussed.
Details of the authentic product to be produced by your student groups
The authentic product will be given feedback by BMRG rep, parents and school staff. Examples of work produced will be displayed on school website and perhaps BMRG website.
Title: Technology and the Environment
Target Year Level: Year 7
Subject Areas and Specific curriculum goals Essential Learnings targeted:
English: WoW: points #5, #6
K&U: Speaking & Listening - points #2; Reading & Viewing - #7; Writing & Designing - #7; Language elements - #1, #4
Science: WoW: #3, #10
K&U: Science as a human endeavour - #1, #3; Energy & Change - #2
SOSE: WoW: #1, #2, #4
K&U: Place and Space - #3
Technology: WoW: #9
K&U: Technology as a Human endeavour - #3
ICTs: Inquiring with ICTS - #1, #2; Creating with ICTs - #3, #4; Communicating with ICTs - #1, #3; Ethics, Issues and ICTs - #8; Operating ICTs - #1, #4
Learning Outcomes to be Achieved:
Learners will understand how ICTs are able to raise awareness of issues that affect many and can participate and contribute to these authentic campaigns through use of ICTs
Learners will be able to identify the impact a product or service used in daily life has on the environment and able to identify the technological changes that are enabling impacts to be reduced
Learners will use class Glogster account to reflect on what they know when unit begins and what they learn after each lesson and be able to monitor their K-W-L strategies through these glogs
Learners will be able to use wiki to collaborate on the planned presentation and so learn how to contribute in group context and resolve issues to reach consensus
Learners will be able locate and identify appropriate internet resources for use
Conceptual Pedagogical Frameworks on which Design is Based
Based on facets of all DoL 1-5
The Learning Engagement Theory of Kearsley and Shneiderman 1999
Dale’s Cone of Learning
Lynch’s 8 Learning Management Questions
Authentic learning design involving relate-create-donate methodology
Relate - Learners will communicate and interact both in the classroom and via wiki to research, design and present set task
Create- Learners will be able to choose an issue that they feel they can relate to and will be able to direct the methods used in design and presentation of Glogster account, wiki contributions and powerpoint presentation
Donate- Learners will have understanding of how young people can contribute to wider community issues through use of technology and have their ideas noted and feedback provided.
Length of learning experience in hours: 12 hours - 2 x 1hr lesson per week over 6 weeks
Target student learning journey (LMG5)
Lesson 1: Students will be introduced to spokesman from local environment community group Mary Burnett Regional Group. Following MBRG presentation there will be a class discussion on what this organisation does to help the environment and how learners can contribute to this cause. It will be proposed that learners can create a presentation on the works this group carry out and issues they deal with. This lesson will be used to understand what the learners know about environmental issues.
Lesson 2: Students will be introduced to the website www.kids-vs-global-warming.com. If resources permit, this lesson will be used for students adding their accounts to class Glogster account and discussion of how technology in communications assists environmental projects. Learners will be expected to have created a post by next lesson on their feelings about how technology can help the environment and how they can use it.
Lesson 3: Learners will form groups to discuss a design for a promotion in a powerpoint presentation for MBRG and media they can use to share their campaign with outside world. Depending on resources learners will be given options to choose from and brainstorming ideas will be displayed in classroom.
Lesson 4: Website and television campaigns will be viewed and learners will note ideas they felt were effective and perhaps use them. Discussion will be held about language, images and music used in campaigns and the feelings these evoked. Ideas to be posted on individual Glogster. Criteria for assessment of project will be discussed.
Lesson 5: Appropriate information sources will be viewed and criteria for what makes a source appropriate discussed. Sites such as Flickr will be seen. In groups learners will discuss resources that will be made use of.
Lesson 6: Resources permitting, this lesson will be used to create wiki and ensure students understand how to use it and the rules involved. After group discussion, learners will be asked to post their thoughts on understanding rules involved in using wiki and how media such as wiki helps the environment on the Glogster account.
Lesson 7: Wiki progress will be discussed and ideas discussed. LM will move around class to discuss with each group ideas they are working on, suggestions for sources of information and possibilities for the presentation of projects
Lesson 8: Projects will be worked on via wiki (if available) and questions answered
Lesson 9: Work-in-progress will be presented to class and feedback given. Glogs will be posted on how Learners feel their group is progressing and use of technologies involved
Lesson 10: Projects will be worked on via wiki (if available) and questions answered. Preparation for presenting projects to class and parents will be undertaken
Lesson 11: Presentation of projects to MBRG rep and feedback given. Learners will glog what they feel they have learned from this unit and how effective they feel the media used in their presentation was
Lesson 12: Student feedback on unit and learning outcomes will be discussed.
Details of the authentic product to be produced by your student groups
The authentic product will be given feedback by BMRG rep, parents and school staff. Examples of work produced will be displayed on school website and perhaps BMRG website.
Saturday, May 1, 2010
Learning e-Journal
This will be a synopsis of the last eight weeks that have been a huge learning curve for me. I am a believer that you should continually update your knowledge, though unfortunately that makes you constantly aware of how much you don't know. From Costa's 'Describing the sixteen habits of Mind', which to me provided a criteria to which to aspire to, to Google Earth that has transferred mapping systems to whole new levels, this unit has been an eye opener in the applications technology contribute to pedagogical frameworks.
A Primer on the Knowledge Economy on its own was a pedagogical rationale for the ICTs unit. Australia, in its relatively isolated location with an economy based on natural resource exploitation, has been often criticised for its lack of higher order exports. to survive in the burgeoning knowledge economy, the conventional industrial age style education is being rapidly updated. Before recent major advances in technology availability in schools, a teacher was viewed as one of the few few essential information providers to learners in their formative years. Today learners are exposed to so much information through so many mediums, LMs are needed to advance the 'movement towards self-managed learning experiences and student autonomy over what, how and why learning takes place (Smith, Lynch & Mienczakowski). The fact that these transformations can be daunting but the necessity is completely understood is discussed in forum posting Synopsis One.
Following the readings of the first week, the Learning Engagement Theory, Dale's Cone and the Learning Pyramid made complete sense as noted in blog posting Technology in a Student-Centric Paradigm. It is easy to be overwhelmed with information in this day and age so for information to actually go past the recall stage in learners it makes sense that 'students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks ' (Kearsley & Shneiderman 1999). Introduction to Mahara was an early of technology making tracking learning process and interaction with peers a lot easier - while being engaged in worthwhile task of building a work portfolio as you go. Though I'm still to begin contributing to this site regularly, most posting sgoing to discussion forums and my ICTs in Learning Design Blog, now that I have commenced EPL (only one day of observation so far) I will definitely making extensive use of the site.
Reflections on my own formal education with other GDLT participants confirms the consensus that learning with practical hands-on methodology makes learning experiences much more memorable and understandable. doing the various personality sorter quizzes , I must admit,
made me second guess my choice of study. Thankfully, ICTs combined with relate-create-donate framework, sees the classroom being a student-centric collaborative environment, so the fairly introverted LM is no longer expected to be focus of all attention.
My attempt at learning activity was based on the Relate-Create (though looking back at it I'm not sure about the Donate) framework in collaborative groups. ICTs assist this collaboration, both inside and out of the classroom with programs such as Wiki and Storybird. An example of Wiki can be seen in my Travellers Logbook which, though still in very novice stage, I know I will be able to develop further with understanding.
Lynch's Eight Learning Management Questions are a welcome methodology for pedagogy strategies. Their combined use with Dimensions of Learning (DoL) provide a criteria for effective learning management. Professor Richard Smith summarised the DoL aim that is to help LMs know what students will learn, how they can be assisted to learn and how they will be able to apply what they have learned to real life situations. My Action Plan I based upon the combining of Lynch and DoL and, though prepared before EPL started, with Scot's feedback
I feel my plan would be workable with technology enabling authentication and the Donate step.
As discussed in DoL, LMs need to encourage positive attitudes and perceptions in the classroom and this is assisted by tasks assigned to learners being 'valuable and interesting'. One of the first applications learnt in this unit - introduction using a Voki Avatar - was an example of how technology use engages learners and encourages creativity. Creativity is viewed as a vital resource in the knowledge economy (Wright 2003) and so creativity is encouraged and enabled with ICT tools such as presentation templates, photography examples and enhancers and music that is able to be freely used with these programs. Examples of work with PowerPoint, Flickr, Picnick and Slide Share can be seen in my Blog.
ICTs engage learners with equipment such as interactive whiteboards on which applications can be viewed while discussed, and so declarative and procedural knowledge is combined. The acquiring and integration of knowledge, is enhanced by programs such as 'Gizmos' and video sites such as 'Dissections'. Videos found on You Tube are widely accessed by today's learners and prove their value for education purposes. The video providing instructions on using Interactive Whiteboards is invaluable and the video Five Food Groups I have posted in my Blog as it will be useful for my EPL.
The extension and refinement of knowledge is enabled with inquiry and analysis promoted through exploration tools such as Gizmos, Wikipedia and Google Earth. These enable deeper understanding leading to stages of synthesis and evaluation. The use of knowledge in technology meaningfully can be ensured by learners understanding they need critical understanding and recognition of its uses to evolve with the twenty-first century real world. Habits of Mind - Critical Thinking, Creative Thinking and Self-Regulating Thinking - can all be expanded through the avenues ICTs provide.
References
Costa, A.J. (2008) Describing th Sixteen Habits of Mind. Retrieved 2010 from CQUniversity e-course, EDED20491 http://mindfulbydesign.com
Heath, G. (2001) Teacher Education and the New Knowledge Environment. RMIT University, Fremantle
Houghton, J. & Sheehan, P. (2000) A Primer on the Knowledge Economy. Victoria University, Melbourne
Kearsley, G. & Shneiderman, B. (1999) Engagement Theory: A framework for technology-base teaching and learning. Retrieved 2010 from CQUniversity e-course, EDED20491 ICTs for Learning Design, http//home.sprynet.com/-gkearsley/engage.htm
Marzano, R.J, & Pickering, D.J. etc (1997) Dimensions of Learning: teacher's manual. ASCD, Alexandra
Smith, R., Lynch, D. & Mienczakowski, J. (2003) The Bachelor of Learning Management
Some of the comments posted on others blogs:
http://annefletcher.blogspot.com/2010/04/lesson-plan_30.html?showComment=1272773231125#c221433908030620199
http://mountain2010.blogspot.com/2010/04/as-sun-broke-horizon-it-all-began-again.html?showComment=1272807067930#c4528027150512366226
A Primer on the Knowledge Economy on its own was a pedagogical rationale for the ICTs unit. Australia, in its relatively isolated location with an economy based on natural resource exploitation, has been often criticised for its lack of higher order exports. to survive in the burgeoning knowledge economy, the conventional industrial age style education is being rapidly updated. Before recent major advances in technology availability in schools, a teacher was viewed as one of the few few essential information providers to learners in their formative years. Today learners are exposed to so much information through so many mediums, LMs are needed to advance the 'movement towards self-managed learning experiences and student autonomy over what, how and why learning takes place (Smith, Lynch & Mienczakowski). The fact that these transformations can be daunting but the necessity is completely understood is discussed in forum posting Synopsis One.
Following the readings of the first week, the Learning Engagement Theory, Dale's Cone and the Learning Pyramid made complete sense as noted in blog posting Technology in a Student-Centric Paradigm. It is easy to be overwhelmed with information in this day and age so for information to actually go past the recall stage in learners it makes sense that 'students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks ' (Kearsley & Shneiderman 1999). Introduction to Mahara was an early of technology making tracking learning process and interaction with peers a lot easier - while being engaged in worthwhile task of building a work portfolio as you go. Though I'm still to begin contributing to this site regularly, most posting sgoing to discussion forums and my ICTs in Learning Design Blog, now that I have commenced EPL (only one day of observation so far) I will definitely making extensive use of the site.
Reflections on my own formal education with other GDLT participants confirms the consensus that learning with practical hands-on methodology makes learning experiences much more memorable and understandable. doing the various personality sorter quizzes , I must admit,
made me second guess my choice of study. Thankfully, ICTs combined with relate-create-donate framework, sees the classroom being a student-centric collaborative environment, so the fairly introverted LM is no longer expected to be focus of all attention.
My attempt at learning activity was based on the Relate-Create (though looking back at it I'm not sure about the Donate) framework in collaborative groups. ICTs assist this collaboration, both inside and out of the classroom with programs such as Wiki and Storybird. An example of Wiki can be seen in my Travellers Logbook which, though still in very novice stage, I know I will be able to develop further with understanding.
Lynch's Eight Learning Management Questions are a welcome methodology for pedagogy strategies. Their combined use with Dimensions of Learning (DoL) provide a criteria for effective learning management. Professor Richard Smith summarised the DoL aim that is to help LMs know what students will learn, how they can be assisted to learn and how they will be able to apply what they have learned to real life situations. My Action Plan I based upon the combining of Lynch and DoL and, though prepared before EPL started, with Scot's feedback
I feel my plan would be workable with technology enabling authentication and the Donate step.
As discussed in DoL, LMs need to encourage positive attitudes and perceptions in the classroom and this is assisted by tasks assigned to learners being 'valuable and interesting'. One of the first applications learnt in this unit - introduction using a Voki Avatar - was an example of how technology use engages learners and encourages creativity. Creativity is viewed as a vital resource in the knowledge economy (Wright 2003) and so creativity is encouraged and enabled with ICT tools such as presentation templates, photography examples and enhancers and music that is able to be freely used with these programs. Examples of work with PowerPoint, Flickr, Picnick and Slide Share can be seen in my Blog.
ICTs engage learners with equipment such as interactive whiteboards on which applications can be viewed while discussed, and so declarative and procedural knowledge is combined. The acquiring and integration of knowledge, is enhanced by programs such as 'Gizmos' and video sites such as 'Dissections'. Videos found on You Tube are widely accessed by today's learners and prove their value for education purposes. The video providing instructions on using Interactive Whiteboards is invaluable and the video Five Food Groups I have posted in my Blog as it will be useful for my EPL.
The extension and refinement of knowledge is enabled with inquiry and analysis promoted through exploration tools such as Gizmos, Wikipedia and Google Earth. These enable deeper understanding leading to stages of synthesis and evaluation. The use of knowledge in technology meaningfully can be ensured by learners understanding they need critical understanding and recognition of its uses to evolve with the twenty-first century real world. Habits of Mind - Critical Thinking, Creative Thinking and Self-Regulating Thinking - can all be expanded through the avenues ICTs provide.
References
Costa, A.J. (2008) Describing th Sixteen Habits of Mind. Retrieved 2010 from CQUniversity e-course, EDED20491 http://mindfulbydesign.com
Heath, G. (2001) Teacher Education and the New Knowledge Environment. RMIT University, Fremantle
Houghton, J. & Sheehan, P. (2000) A Primer on the Knowledge Economy. Victoria University, Melbourne
Kearsley, G. & Shneiderman, B. (1999) Engagement Theory: A framework for technology-base teaching and learning. Retrieved 2010 from CQUniversity e-course, EDED20491 ICTs for Learning Design, http//home.sprynet.com/-gkearsley/engage.htm
Marzano, R.J, & Pickering, D.J. etc (1997) Dimensions of Learning: teacher's manual. ASCD, Alexandra
Smith, R., Lynch, D. & Mienczakowski, J. (2003) The Bachelor of Learning Management
Some of the comments posted on others blogs:
http://annefletcher.blogspot.com/2010/04/lesson-plan_30.html?showComment=1272773231125#c221433908030620199
http://mountain2010.blogspot.com/2010/04/as-sun-broke-horizon-it-all-began-again.html?showComment=1272807067930#c4528027150512366226
Slideshow
Locations around australia
View more presentations from s0176998.
Like others, I didn't have the equipment to download a narration and as I have only had one placement day I felt it a bit early to ask school technician if I could borrow it. However, the staff at the school I am at do seem extremely helpful so I am sure I will get any assistance I need when implementing a lessson plan. I am going to upgrade the technology I have available for use first opportunity I get. It's frustrating not being able to explore all the options it can provide!
Using slideshow to engage learners is another way technology assists in learner engagement. Pictures, videos, music, graphs and animations being used in countless combinations with text allows creativity to be used to engage and to be expressed by learners as well.
Wikipedia and the Five Food Groups
When a grade seven student, who is a family friend, was doing an assignment on the Solar System I suggested to him to look up Wikipedia and see what useful information may be there. I was then informed that his teacher had warned students not to use information from Wikipedia as it was likely to be inaccurate and inappropriate. Knowing that Wikipedia does have strict rules and moderators to ensure consistent accuracy by contributors, I was surprised by this line of thought.
Wikipedia is an excellent source of information for learners and the referencing that is included on each page, I feel could be used by LM or learner to verify accuracy of content. As quoted on the site 'Original research and ideas which haven't appeared in other sources are therefore excluded'. The site is educational also in how learners can begin search for information on a wide scale and then narrow down to specific topics in the links subjects provide.
I've included a link to the Food Guide Pyramid page which I found useful for grade five study of nutrition and the five food groups.
References
Wikimedia Foundation Inc. (2010) Help: About Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Help:About
Wikipedia is an excellent source of information for learners and the referencing that is included on each page, I feel could be used by LM or learner to verify accuracy of content. As quoted on the site 'Original research and ideas which haven't appeared in other sources are therefore excluded'. The site is educational also in how learners can begin search for information on a wide scale and then narrow down to specific topics in the links subjects provide.
I've included a link to the Food Guide Pyramid page which I found useful for grade five study of nutrition and the five food groups.
References
Wikimedia Foundation Inc. (2010) Help: About Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Help:About
Google Earth Tours
This is a fantastic tool for classrooms, especially when discussing landmarks or where major events are occurring at. Seeing global locations in relation to home site could make these places more 'real' to learners. The depths of analysis of time and distances this software allows will assist in learners relating to wider 'global' community of which they are part of. With the grade 5 class my EPL is at, an example of its use could be for a field trip so learners could plan the route there, and directions to be taken and sites that will be seen. It could then be used in maths lessons etc when measuring distance and time taken. On locations such as school camps activities and sites to visit could be organised using the maps to see how events can be planned and the timeline that can be included.
This would be perfect for the wiki page I called Travellers Logbook as participants could plot where their pictures are taken and route taken to get there.
The education uses for this program could involve all KLAs and be used to enhance critical understanding of where subjects discussed are located and/or impact upon.
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