Information Communicating Technologies Synopsis for Teaching.
Modern teachers and students are living in a knowledge economy where knowing where and how to access knowledge is quickly becoming more important than the knowledge itself (OECD, 1996). Being able to apply Information Communication Technologies (ICTs) to knowledge is important as it enables knowledge to be sorted and categorised, thereby making meaning out of it (Marzano and Pickering, 2006). The application of many ICTs allows students to explore knowledge and importantly sort and share it. This method of knowledge acquisition and transfer is important given the large quantity of information available to 21st century learners, their social structure, and lifestyles. While ICTs are important for learning in school and university environments, their importance in the wider community, "particularly the workforce" is ever increasing (The State of Queensland [Queensland Government], 2006). This increasing reliance on ICTs by government and business is in response to our shift towards the knowledge economy with a need to not only access information quickly but to sort and share it (The State of Queensland [Queensland Government], 2006). Of course ICTs, information accumulation and information sharing would not be possible without the technology and infrastructure advances that have occurred parallel to the knowledge economy. Within the context of secondary science teaching and learning there are a number of ICTs that are particularly useful in transforming, supporting, and enhancing student learning including the internet (web 1.0 pages), blogs (web 2.0 interactivity), and data (written word, pictures, sound, video). This paper will discuss these ICTs within the context of the 21st century learner, the information they receive and use, and the possible use of ICTs to achieve and enhance learning outcomes.
There are two basic methods one can use to present and share information using ICTs. The first method is based around what is colloquially called Web 1.0. They are referred to as "read-only" as they can only be edited by people with administrator rights (CQUniversity, 2010b). Good examples of Web 1.0 are administrated web sites like company or government websites for example Google Earth, Education Queensland, and Sigma-Aldrich. The other side of the internet is the interactive component often colloquially referred to as Web 2.0. Web 2.0 includes media that can be interacted with and is often described as "read-write" (CQUniversity, 2010b). Web 2.0 includes interactive content like wikis, blogs, forums, and learning objects. One could argue that there are auxiliary technologies that fit into a grey area by which they can be either Web 1.0 or Web 2.0. Examples of these might include blogs, E-mail, some web sites (like gaming websites), PowerPoint, and MovieMaker. During an investigation of E-learning technologies, a number of Web 1.0, Web 2.0, and auxiliary technologies have been explored including websites, blogs, digital media like pictures, sound, and movies, and PowerPoint.
Websites and Online Concept Maps
Websites that contain fluid data, such as the Bureau of Meteorology, the Department of Primary Industries, and CSIRO are critical for students undertaking research including Extended Experimental Investigations. Because they are Web 1.0 and run by respected organisations, the data they present can be considered reliable. Because they are fluid information receptacles, the data they present is current. These factors make them critical reference points and can give teachers the opportunity to provide students with information that is of high intellectual quality (The State of Queensland [Department of Education], 2002).
Respected websites not only provide quality current information but are the primary source of this information. This means that there is no other place to get this information, "given its fluidity". This adds to website importance and makes them an indispensible digital resource.
Because the internet and its contents are primarily non-peer reviewed, students and teachers need to be careful they are not inappropriately influenced. Teachers and students need to develop skills that give them tools to scan content for accuracy and precision given the information they are looking for (The University of California, Berkeley, 2010). Teachers should consider the effects on a student’s constructivist mind when acquiring information from the internet as there are views presented that are not in line with generally considered norms or learning outcomes (Johns Hopkins University, 2010).
The internet also contains applications that help students learn. Websites like Bubblus.com provide concept mapping applications. These applications could be used to concept map information gleaned from websites. The website URLs could be copied and pasted into the concept map. Concept mapping exercises help students to deconstruct and categorise the information gleaned from web sites, or any other source (University of Victoria, 2009).
Blogs and their wide reaching educational use
Web logging is colloquially called blogging. Blogs are generally used to log ones experiences, "though they can prove a much richer platform". There is a view that a blog is a web log and has to be used as one, this is not true according to The University of Warwick (2010), who state that "a blog can be used for all sorts of different purposes". Students and teachers need to learn to think outside the square and adapt ICT's to their learning needs. There are no internet police that enforce strict guidelines on usage styles. A blog could be used as a pseudo forum or a platform for students to log their ideas and comment on each others. Another application could be getting students to research a different aspect of a topic and create links within a blog through commenting and linking. A blog in creative hands could also be used as a learning management system, "teachers and students could simply use it as a common hyperlink platform with commentary" (The University of Warwick, 2010).
Modifying a blog's mode of operation will transform student learning by giving them creative input. An example of how blogs could be used to support and enhance learning would be to set up a blog. Once the blog is set up, the teacher can add posts that identify key aspects of a unit and get students to comment. One could also give the students administrator rights and get them to add the aspects they are having trouble with or find interesting. One could even set up a number of blogs, get students into groups and set up some creative competition between groups. One could argue that ICTs can be used for any purpose that they suit, see my blog for proof of concept.
Pictures, video, and sound, and their applications
Because pictures appeal to visual learners and sound appeals to auditory learners, these in combination will logically have the greatest effect on learning. Pictures and sound are not new to education as we have all sat through exciting educational videos and wondered about the production values. Modern technology gives teachers and students the ability to manipulate media as never before. It is critical that teachers master video editing and production software as the outcomes will have major impacts on facilitating education and enhancing student learning (Commonwealth of Australia: Deakin Centre for Education and Change, 2003). Again, one could argue that there is a rather ridged approach to the concept of a video. Teachers need to experiment with their own productions to give students that personal touch.
Pictures are great, but middle phase learners want more than a picture, they want a picture that is either moving or has attention grabbing qualities. According to Knipe (2007, p. 26), digital natives will spend, before they leave high school, "over 20000 hours watching television", "television grabs their attention". Let's face it, if one is to show a picture in class it is often through a digital media, why not put a small picture show together with commentary. This will provide students with more than one take on a pictured concept which may help them to construct thoughtful schemas. Making a slide show is a creative process for example; why not include in a picture show some jokes, cartoons or some abstract pictures to grab the student's attention. Jennah Ritter (2010) comments that MovieMaker "technology would be extremely beneficial towards students after being on an excursion". Of course a step further is to use it constructively, for example, these digital records could be used for reflection by teachers and as subject material in years to come.
PowerPoint integration in teaching and learning
PowerPoint is a powerful tool as a classroom based ICT. PowerPoint brings together many of the best aspects of ICT’s. It is easily accessed as connection to the internet is unnecessary. “For teaching”, it has many applications and was essentially designed to make information presentation easy. The question for the modern teacher is how creative can one be with PowerPoint. PowerPoint's versatility is its strong point. It can be a creative and practical platform. PowerPoint is a basic digital media that has already transformed student learning, for example, succinct PowerPoint's can be uploaded to learning management systems or blogs for student use as demonstrated in my blog. Students can download them and use them to enhance their learning through reconnecting what they have learnt in class with the thoughts they have taken away. This is a cognitive approach to learning as revisiting succinct class notes will help students to place concepts into their long term memory through schema production and recognition of prior information. According to CQUniversity (2010a), it is important to present students with "material that can be recognised by students as being relevant to them, therefore important". This means clearly pointing out what is important through good planning and resource production.
PowerPoint’s, “because they are point form information formats” can reduce cognitive loads through a cognitivist approach to learning, particularly if the PowerPoint is well designed and properly linked with prior learning. My blog outlines in detail some uses for PowerPoint, particularly with regard to teaching science.
Conclusion
Finally one needs to be perceptive to student needs and situations. The human race is living in two worlds, with much of the world’s people more worrying about feeding themselves than checking E-mails. There are many students that are going to be left behind simply because they have poor or no access to digital technology (Commonwealth of Australia: Deakin Centre for Education and Change, 2003). One needs to display careful concern regarding their student's access to or interest in ICT’s. Teachers must provide for complete inclusion within their classrooms and this means not putting to disadvantage any group of students. Teaching needs to carefully consider a measured approach to ICT use. Presentation ICT’s like websites (accessible within school hours) and PowerPoint are excellent tools, but the use of blogs, forums and wikis will disadvantage those already disadvantaged. It is expected and incumbent of teachers to provide education for all through inclusivity and recognition of difference (The State of Queensland [Department of Education], 2002). Finally, digital technology is a rapidly moving area and for teachers to apply digital technology to E-learning they must incorporate key elements of lifelong learning including a willingness to try new things and the ability to link these things to older skills and knowledge.
References
Commonwealth of Australia: Deakin Centre for Education and Change. (2003). Effective use of information and communication technology (ict) to enhance learning for disadvantaged school students. Retrieved from the Commonwealth Department of Education, Science and Training web site: http://www.dest.gov.au/NR/rdonlyres/D63F92A3-6931-464F-9970 D599BE3E390E/4520/ICTreport.pdf
CQUniversity. (2010a). Active learning, learning diversity and the theory. Retrieved from the CQUniversity Moodle web site: http://moodle.cqu.edu.au/mod/resource/view.php?id=91792
CQUniversity. (2010b). Practical activity: week 1 - blogs and concept maps. Retrieved from the CQUniversity Moodle web site: http://moodle.cqu.edu.au/mod/resource/view.php?id=99043
Jennah Ritter. (2010). E-learning journey: week 5 - moviemaker. Retrieved from Jennah's Blog: http://jmritter.blogspot.com/
Johns Hopkins University. (2010) Evaluating information found on the internet. Retrieved from the Johns Hopkins University Research Help web site: http://www.library.jhu.edu/researchhelp/general/evaluating/
Knipe, S. (2007). Middle years schooling: reframing adolescence. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Marzano, R. J., Pickering, D. J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (2006). Dimensions of learning teacher’s manual (2nd ed). Heatherton, Victoria, Australia: Hawker Brownlow Education.
OECD, 1996, The knowledge economy, in Central Queensland University (CQU) 2009, EDED11353 Learning management 1: topic 1 readings, CQU, Rockhampton, Queensland, Australia.
The State of Queensland (Department of Education). (2002). prodped.pdf.
Retrieved from The Department of Education, Training and the Arts web site: http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf
The State of Queensland (Queensland Government). (2006). Ict workforce capability plan for government employees. Retrieved from The Queensland Government web site: http://www.qgcio.qld.gov.au/SiteCollectionDocuments/ict_workforce_capability_plan.pdf
The University of California, Berkeley. (2010). Evaluating web pages: techniques to apply and questions to ask. Retrieved from the University of California Berkeley Library web site: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
The University of Warwick. (2010). What would i use a blog for. Retrieved from the University of Warwick IT Services web site: http://www2.warwick.ac.uk/services/its/servicessupport/web/blogs/faqs/general/whatfor/
University of Victoria. (2009). Concept mapping. Retrieved from the University of Victoria counselling services web site: http://www.coun.uvic.ca/learning/critical-thinking/concept-mapping.html
Wednesday, August 25, 2010
Here are my comments listed.
http://jmritter.blogspot.com/2010/08/week-5-moviemaker.html#comments
Hi Jennah,
I made a movie in Windows Movie Maker, spent hours doing it then could not post it, oh well. I haven't watched your video as I am running at dial up speed. I congratulate anyone who takes the time to make a movie, it's not easy. In saying that, they are rather exciting to make and very useful for teachers, particularly if they have a personal touch. I like your comment on using video to revisited field trips. This would be a good way to integrate the knowledge not only into their learning as they move on but to also get them thinking about the things they may have missed on the field trip. I think that a documented trip as you suggest would make for better reflection by teachers and also remain as a lasting resource for the school. One problem I had with Movie Maker was working from two computers on the one project was impossible because the file addresses that movie maker looks for are from the original address the file came from and will not find them on a new computer even if they follow a memory stick.
Jason
http://szerymanagingelearning.blogspot.com/
Hi Cameron,
Just a short comment as I am using you as a test. I am having all sorts of trouble with uploads including comments; I think it is my wireless connection from an unmentionable telecom. You can delete this message if you want or keep it as a trophy, whatever. Anyway I went home after watching your video and found myself inspired to make one. I made one on putting a fish tank together, exciting stuff I know, thanks Cameron.
http://karense-learningblog.blogspot.com/2010/08/animations-and-simulations.html#comments
Hi Karen
I noted that you and Miss C both seemed to point out the fact that the learning object needs to have relevance to the topic being taught. We all know that utilising software whether it is online or PC based is sometimes a learning curve in its own right. I'm not sure whether you are suggesting that the software needs to be of the subject like CAD is to graphic drawing or whether the software needs to be considered in the light of what is being taught for example can students recreate a digital animation of a frog dissection in MS movie maker and importantly whether their time is best used doing this. I would like to add that if learning the software forces the student to revisit the material they need to learn in order to master it, and even if they do not master it, is it worthwhile getting the students to undertake the activity, I think yes. I think what you are saying is that one needs to be selective in the programs used, and you make a good point. I first experienced learning objects in 1996 at Central Queensland University in human movement they had a heart lung simulation program that was great fun, we could give the "person" different drugs or poisons, give them antidotes and event kill and revive them. We also used one in microbiology that simulated bacterial colony growth. This one also linked with software that was used to identify bacteria through molecular testing. Simulation software is the future of education as is the use of programs that give students the ability to make simulations and media based on their learning.
Jason
http://mickselearning.blogspot.com/
Hi Mick,
I like your enthusiasm for PowerPoint, it is a very good platform for delivering the written word and as you state delivering more interaction for example data, picture, sound, and movie. I think that, "as future teachers" we need to consider the wider applications of PowerPoint including its use as an independent learning tool which students can easily take with them. This tool needs to provide point notes to help them with their cognitive processes. The PowerPoint can also be used by teachers as lesson plans without being shown to students and accessed as the lesson progresses. They can also be used to help both teachers and students progress through practical activities like sporting activities, music sequences or science experiments. Of course they could also be used as study guides.
Jason.
http://e-learning-journey2010.blogspot.com
Hi Jared
I would agree with Karen on this one, blogs as blogs are not for education in the mainstream. I agree there are many students that would appreciate and use blogs for learning. I think you would find that these students are not mainstream, have good access to computers at home, and would generally be good learners no matter what learning materials were used. I am not saying that blogs should be allocated to the waste basket, far from it. What we need to do as learning managers is use blogs in new and creative ways. For example a blog could be used as a platform for group work, within the classroom situation, they could be used as a learning management system, or even as a forum platform. Teachers could give students administrator rights and get them to produce a class blog as groups, posting blogs and making comments on each other's blog. This means they will work together on one project and it will be easily monitored. I am sure our lecturers rue the day they sit down to look at all our blogs as each one is a creation in its own right. The University of Warwick (2010)
Jason.
Hi Jennah,
I made a movie in Windows Movie Maker, spent hours doing it then could not post it, oh well. I haven't watched your video as I am running at dial up speed. I congratulate anyone who takes the time to make a movie, it's not easy. In saying that, they are rather exciting to make and very useful for teachers, particularly if they have a personal touch. I like your comment on using video to revisited field trips. This would be a good way to integrate the knowledge not only into their learning as they move on but to also get them thinking about the things they may have missed on the field trip. I think that a documented trip as you suggest would make for better reflection by teachers and also remain as a lasting resource for the school. One problem I had with Movie Maker was working from two computers on the one project was impossible because the file addresses that movie maker looks for are from the original address the file came from and will not find them on a new computer even if they follow a memory stick.
Jason
http://szerymanagingelearning.blogspot.com/
Hi Cameron,
Just a short comment as I am using you as a test. I am having all sorts of trouble with uploads including comments; I think it is my wireless connection from an unmentionable telecom. You can delete this message if you want or keep it as a trophy, whatever. Anyway I went home after watching your video and found myself inspired to make one. I made one on putting a fish tank together, exciting stuff I know, thanks Cameron.
http://karense-learningblog.blogspot.com/2010/08/animations-and-simulations.html#comments
Hi Karen
I noted that you and Miss C both seemed to point out the fact that the learning object needs to have relevance to the topic being taught. We all know that utilising software whether it is online or PC based is sometimes a learning curve in its own right. I'm not sure whether you are suggesting that the software needs to be of the subject like CAD is to graphic drawing or whether the software needs to be considered in the light of what is being taught for example can students recreate a digital animation of a frog dissection in MS movie maker and importantly whether their time is best used doing this. I would like to add that if learning the software forces the student to revisit the material they need to learn in order to master it, and even if they do not master it, is it worthwhile getting the students to undertake the activity, I think yes. I think what you are saying is that one needs to be selective in the programs used, and you make a good point. I first experienced learning objects in 1996 at Central Queensland University in human movement they had a heart lung simulation program that was great fun, we could give the "person" different drugs or poisons, give them antidotes and event kill and revive them. We also used one in microbiology that simulated bacterial colony growth. This one also linked with software that was used to identify bacteria through molecular testing. Simulation software is the future of education as is the use of programs that give students the ability to make simulations and media based on their learning.
Jason
http://mickselearning.blogspot.com/
Hi Mick,
I like your enthusiasm for PowerPoint, it is a very good platform for delivering the written word and as you state delivering more interaction for example data, picture, sound, and movie. I think that, "as future teachers" we need to consider the wider applications of PowerPoint including its use as an independent learning tool which students can easily take with them. This tool needs to provide point notes to help them with their cognitive processes. The PowerPoint can also be used by teachers as lesson plans without being shown to students and accessed as the lesson progresses. They can also be used to help both teachers and students progress through practical activities like sporting activities, music sequences or science experiments. Of course they could also be used as study guides.
Jason.
http://e-learning-journey2010.blogspot.com
Hi Jared
I would agree with Karen on this one, blogs as blogs are not for education in the mainstream. I agree there are many students that would appreciate and use blogs for learning. I think you would find that these students are not mainstream, have good access to computers at home, and would generally be good learners no matter what learning materials were used. I am not saying that blogs should be allocated to the waste basket, far from it. What we need to do as learning managers is use blogs in new and creative ways. For example a blog could be used as a platform for group work, within the classroom situation, they could be used as a learning management system, or even as a forum platform. Teachers could give students administrator rights and get them to produce a class blog as groups, posting blogs and making comments on each other's blog. This means they will work together on one project and it will be easily monitored. I am sure our lecturers rue the day they sit down to look at all our blogs as each one is a creation in its own right. The University of Warwick (2010)
Jason.
Sunday, August 22, 2010
Proof of concept, is a blog a blog?
Imagine you are a student in my science class. I have set up a blog and given you the administrator rights and the instruction to look at the links provided and post your understanding of a concept covered, say "the evolution of plants". You need to look at the web links and summarise the content. You can summarise it however you like and add a post with the title of your name and you have 6 weeks to do it, "off you go".
What will the students create as a blog over the next 6 weeks, it would be rather interesting. The students can comment on each others work or if given the instruction work in groups. They could also find more web sites, place their own thoughts, add movies, photos, make movies, PowerPoint's, audio, the creativity is limitless. We all know that each post can be edited by the administrator so the students could also add new information to older posts.
ICTs are about being creative, thinking outside the square and giving the students exciting challenges.
What will the students create as a blog over the next 6 weeks, it would be rather interesting. The students can comment on each others work or if given the instruction work in groups. They could also find more web sites, place their own thoughts, add movies, photos, make movies, PowerPoint's, audio, the creativity is limitless. We all know that each post can be edited by the administrator so the students could also add new information to older posts.
ICTs are about being creative, thinking outside the square and giving the students exciting challenges.
Well this was supposed to be an upload of a video I made using Microsoft Movie maker. I cannot get it to upload, very disappointed as it is one of the 4 main tools that I want to discuss. I am still going to discuss it as I have already written about it. I will try again at Wednesdays lecture if not, Lisa I will e-mail it to you. Its a d grade movie, my first, but I put a lot of work into it.
Saturday, August 21, 2010
learning objects and animations, here are some schematics and diagrams too!
Schematics, learning objects and animations are like pictures that portray concepts,though animations move and learning objects can be manipulated. I have not uploaded any animations or learning objects as they will not upload. These are great resources for teachers to use. I have some PE animations that I think are great. They are stick figures that show how different exercises are done and could be added to a movie or PowerPoint in a semi practical PE class to help students to do exercises correctly. These stick figures as in a loop configuration and simply repeat the same exercise over and over, they are simple and elegant learning tools
from: http://www.google.com.au/imgres?imgurl=http://www.nature.com/nature/journal/v389/n6646/images/389033af.tif.2.gif&imgrefurl=http://www.nature.com/nature/journal/v389/n6646/fig_tab/389033a0_F4.html&usg=__eJhp8vpNUPonog-d0kx6QAVbxEY=&h=457&w=620&sz=69&hl=en&start=0&zoom=1&tbnid=wWke-O8oly2mlM:&tbnh=124&tbnw=168&prev=/images%3Fq%3Devolution%2Bof%2Bplants%26hl%3Den%26biw%3D1676%26bih%3D863%26gbv%3D2%26tbs%3Disch:1&itbs=1&iact=hc&vpx=429&vpy=73&dur=2032&hovh=193&hovw=262&tx=59&ty=216&ei=srR0TJreIpmAuwO0wb32BQ&oei=srR0TJreIpmAuwO0wb32BQ&esq=1&page=1&ndsp=45&ved=1t:429,r:2,s:0
from: http://www.google.com.au/imgres?imgurl=http://nobonesaboutit.files.wordpress.com/2010/04/ant-anatomy.jpg&imgrefurl=http://nobonesaboutit.wordpress.com/2010/04/28/black-with-a-little-red-bit-in-the-middle-ant/&usg=__bMAjM-34EwOV0hS_JOxY6CVzmUE=&h=588&w=631&sz=76&hl=en&start=0&zoom=1&tbnid=aT8IGwMbnKj_lM:&tbnh=152&tbnw=162&prev=/images%3Fq%3Dant%2Banatomy%26hl%3Den%26biw%3D1676%26bih%3D863%26gbv%3D2%26tbs%3Disch:1&itbs=1&iact=hc&vpx=720&vpy=567&dur=1344&hovh=217&hovw=233&tx=90&ty=242&ei=L7d0TIndMYeMvQPfv4nhBQ&oei=L7d0TIndMYeMvQPfv4nhBQ&esq=1&page=1&ndsp=44&ved=1t:429,r:38,s:0
from: http://www.google.com.au/imgres?imgurl=http://www.nature.com/nature/journal/v389/n6646/images/389033af.tif.2.gif&imgrefurl=http://www.nature.com/nature/journal/v389/n6646/fig_tab/389033a0_F4.html&usg=__eJhp8vpNUPonog-d0kx6QAVbxEY=&h=457&w=620&sz=69&hl=en&start=0&zoom=1&tbnid=wWke-O8oly2mlM:&tbnh=124&tbnw=168&prev=/images%3Fq%3Devolution%2Bof%2Bplants%26hl%3Den%26biw%3D1676%26bih%3D863%26gbv%3D2%26tbs%3Disch:1&itbs=1&iact=hc&vpx=429&vpy=73&dur=2032&hovh=193&hovw=262&tx=59&ty=216&ei=srR0TJreIpmAuwO0wb32BQ&oei=srR0TJreIpmAuwO0wb32BQ&esq=1&page=1&ndsp=45&ved=1t:429,r:2,s:0
from: http://www.google.com.au/imgres?imgurl=http://nobonesaboutit.files.wordpress.com/2010/04/ant-anatomy.jpg&imgrefurl=http://nobonesaboutit.wordpress.com/2010/04/28/black-with-a-little-red-bit-in-the-middle-ant/&usg=__bMAjM-34EwOV0hS_JOxY6CVzmUE=&h=588&w=631&sz=76&hl=en&start=0&zoom=1&tbnid=aT8IGwMbnKj_lM:&tbnh=152&tbnw=162&prev=/images%3Fq%3Dant%2Banatomy%26hl%3Den%26biw%3D1676%26bih%3D863%26gbv%3D2%26tbs%3Disch:1&itbs=1&iact=hc&vpx=720&vpy=567&dur=1344&hovh=217&hovw=233&tx=90&ty=242&ei=L7d0TIndMYeMvQPfv4nhBQ&oei=L7d0TIndMYeMvQPfv4nhBQ&esq=1&page=1&ndsp=44&ved=1t:429,r:38,s:0
Thursday, August 19, 2010
Wow, the difficulty of journaling
I am a terrible speller and do not trust the spell checker on this blog edit page. This has meant that my blogs have had to be all formally done on word, copied and posted across. I have to say that if this blog was not being formally marked I would be having a lot more fun with it. That's not to say I have not already had fun, I feel like I am catching up in some way. I am now determined to break the rules of blogs and try some new ways to use them!
my powerpoint
This is a PowerPoint that I produced for my EPL2 activities. The school that I am doing EPL2 at is having its science week at the moment and as part of this I am undertaking an ant survey with the students. This PowerPoint is an example of how PowerPoint's can be used in education but not as a classroom based ICT. This PowerPoint was used as a display board to promote the ant survey. Of course this PowerPoint can now be modified to use as a classroom based ICT, used as a handout, or form the bases of a study guide or lesson plan. The point is that it can be built on.
Wednesday, August 18, 2010
Week 7: Google Maps.
I am going with the knowledge economy and not giving you information but showing where to get it!!!
This is what Google maps has to offer:
View Larger Map
For weather maps go to:
BOM: http://www.bom.gov.au/
http://www.bom.gov.au/products/IDE00902.loop.shtml
For quality terrestrial maps go to:
Geoscience Australia: http://www.ga.gov.au/resources/maps/mapsofaustralia.jsp
This is what Google maps has to offer:
View Larger Map
For weather maps go to:
BOM: http://www.bom.gov.au/
http://www.bom.gov.au/products/IDE00902.loop.shtml
For quality terrestrial maps go to:
Geoscience Australia: http://www.ga.gov.au/resources/maps/mapsofaustralia.jsp
http://www.ga.gov.au/image_cache/GA17333.jpg
Week 5: My movie.
I made a movie using Microsoft MovieMaker. The movie is about setting up a fish tank. I used a series of about 55 stills that show the progressive steps in setting up a fish tank. I scripted audio to go with the movie and recorded the scripts using a digital voice recorder. I put the voice over with the stills and produced an educational movie. Unfortunately it could not be uploaded to my blog so I was rather disappointed. The format I used to make the movie could be used in many situations were photos need to be bought to life.
Week 4: Vodcasts.
Here is a link to an interesting Vodcast:
http://mpegmedia.abc.net.au/tv/catalyst/cat_s11_ep25_GreenBatteries.wmv
sorry you will need to copy and paste URL as I cannot hyperlink it, if anybody knows how please make a comment!!
http://mpegmedia.abc.net.au/tv/catalyst/cat_s11_ep25_GreenBatteries.wmv
sorry you will need to copy and paste URL as I cannot hyperlink it, if anybody knows how please make a comment!!
Week 4: Podcast
I am unable to post pictures or video to my blog. I do not know why at this stage as it was all going so well. I have provided a link to an interesting podcast by Richard Dawkins. He is a world famous evolutionary biologist with a particular interest in how religion can be a part of intelligent peoples ideas, that is, "how can humans so passionately believe in something that is simply the imaginings of somebody else".
A podcast is not interactive and as such has value in its content delivery. Well chosen podcasts can have a valuble contribution to learning. Its simple, incorporate quality, peer reviewed podcasts in lessons and you will catter for ICTs, there is realy nothing more to it. Be conscious of how students respond to the podcast and modify your choices based on their comments.
Here is a link to an interesting podcast:
http://libsyn.com/media/pointofinquiry/2-10-06.mp3
Here is a link to a website that provides a good rundown of podcasts and podcasting:
http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm
A podcast is not interactive and as such has value in its content delivery. Well chosen podcasts can have a valuble contribution to learning. Its simple, incorporate quality, peer reviewed podcasts in lessons and you will catter for ICTs, there is realy nothing more to it. Be conscious of how students respond to the podcast and modify your choices based on their comments.
Here is a link to an interesting podcast:
http://libsyn.com/media/pointofinquiry/2-10-06.mp3
Here is a link to a website that provides a good rundown of podcasts and podcasting:
http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm
Week 4: Digital pictures
Well, I got some pictures uploaded at the lecture on Wednesday afternoon. As a university student and perspective teacher I an a collector of data. It is telling that much of the data I have collected is actually in picture form. One always thinks of pictures being somewhat stagnant and restrained within their own story. I made a movie using Microsoft Movie Maker and used still pictures to do it. After I put the stills together with sound a real story all of a sudden came to life. The use of individual pictures in conjunction with programs like Microsoft Movie Maker can make for an entertaining and educational learning experience for middle phase learners.
Jennah Ritter (2010) comments that MovieMaker, "technology would be extremely beneficial towards students after being on an excursion". I used pictures in my movie to great effect and believe that a series of still pictures can be better than a series of movies in education. I added through a comment that MovieMaker, through a picture series, and used to document field trips, could also be used to help teachers reflect on the field trip and also to use as a teaching tool for other students.
The plant at the top of my blog is called Heliamphora nutans (Sun Pitcher Plant). It is an extremely rare plant from Mt Romania in Venezuela. These plants grow in the cloud forests that are located on top of huge slabs of rock called a Tepui. The highest waterfall in the world originates on top of a Tepui and is called Angle falls and plunges about 1000m. The Sun Pitcher Plants are often living literally in clouds that blow over Mt Romania and grow on bare rock; this makes them extremely hard to grow. The interesting thing about these plants is they are carnivorous and get the nitrogen they need by hydrolysing proteins from insects that get trapped. They trap insects through a passive pitfall trap. Insects are drawn to nectar excreted on the little red cap at the top of the leaf. The nectar is secreted by nectar secreting glands and these glands are located in ribs that move longitudinally down into the plant. The insects follow these and eventually slip into a reservoir of water at the bottom of the funnel. They cannot escape from the reservoir as it is lined with downward pointing hairs. The plant secretes pepsinase into the water in the reservoir that acts enzymatically to digest the insect.
The picture in the bottom left of the blog is a photograph of the seed pod of a plant called Proboscidea louisianica, the unicorn plant. It is a native of North America and is primarily a weed of cultivated areas. It has become naturalised in Australia and the seed pod pictured is a burr that entangles the feet and faces of grazing animals often leading to death. The interesting thing about this plant is that it is carnivorous, capturing small flying insects that get stuck on the leaves. The other interesting thing about this plant is its stigma (female pollen capturing organ) is thigmotrophic (responds to touch through movement).
The picture in the bottom right is a photo of a rain forest scene taken at Otway National Park in Victoria. Victoria has large tracts of wet temperate rainforest. These forests are very dense and wet and provide for some extraordinary biodiversity and spectacular scenery.
The picture of the beach scene is of Bells Beach in Victoria. Bells Beach is a famous surfing beach with rolling sets of tube waves as can be seen.
Jennah Ritter. (2010). E-learning journey: week 5-moviemaker. Retrieved from Jennah's Blog: http://jmritter.blogspot.com/
Jennah Ritter (2010) comments that MovieMaker, "technology would be extremely beneficial towards students after being on an excursion". I used pictures in my movie to great effect and believe that a series of still pictures can be better than a series of movies in education. I added through a comment that MovieMaker, through a picture series, and used to document field trips, could also be used to help teachers reflect on the field trip and also to use as a teaching tool for other students.
The plant at the top of my blog is called Heliamphora nutans (Sun Pitcher Plant). It is an extremely rare plant from Mt Romania in Venezuela. These plants grow in the cloud forests that are located on top of huge slabs of rock called a Tepui. The highest waterfall in the world originates on top of a Tepui and is called Angle falls and plunges about 1000m. The Sun Pitcher Plants are often living literally in clouds that blow over Mt Romania and grow on bare rock; this makes them extremely hard to grow. The interesting thing about these plants is they are carnivorous and get the nitrogen they need by hydrolysing proteins from insects that get trapped. They trap insects through a passive pitfall trap. Insects are drawn to nectar excreted on the little red cap at the top of the leaf. The nectar is secreted by nectar secreting glands and these glands are located in ribs that move longitudinally down into the plant. The insects follow these and eventually slip into a reservoir of water at the bottom of the funnel. They cannot escape from the reservoir as it is lined with downward pointing hairs. The plant secretes pepsinase into the water in the reservoir that acts enzymatically to digest the insect.
The picture in the bottom left of the blog is a photograph of the seed pod of a plant called Proboscidea louisianica, the unicorn plant. It is a native of North America and is primarily a weed of cultivated areas. It has become naturalised in Australia and the seed pod pictured is a burr that entangles the feet and faces of grazing animals often leading to death. The interesting thing about this plant is that it is carnivorous, capturing small flying insects that get stuck on the leaves. The other interesting thing about this plant is its stigma (female pollen capturing organ) is thigmotrophic (responds to touch through movement).
The picture in the bottom right is a photo of a rain forest scene taken at Otway National Park in Victoria. Victoria has large tracts of wet temperate rainforest. These forests are very dense and wet and provide for some extraordinary biodiversity and spectacular scenery.
The picture of the beach scene is of Bells Beach in Victoria. Bells Beach is a famous surfing beach with rolling sets of tube waves as can be seen.
Jennah Ritter. (2010). E-learning journey: week 5-moviemaker. Retrieved from Jennah's Blog: http://jmritter.blogspot.com/
Tuesday, August 17, 2010
Assignment 3: My thoughts and progress:
This week I started to contemplate the assignment 3 task, probably a bit early but I need to get my automatic mechanism thinking about it now. I am studying to be a science teacher (secondary). I have done a lot of lesson and unit planning in chemistry and decided to concentrate on biology this time. I thought, “where is a good place to start in biology”, having never planned any biology lessons. I came to the conclusion, “after careful consideration” to start at the core of biology and an area that I know well. For those that do not know, one of the core features of biology is the diversity of life, its evolution, and systematics. Students need to get some perspective on the diversity of life as a way to understand life. It is all well and good to teach cell biology and genetics but I think that secondary students “particularly middle phase learners” need perspective, not detail and invisible concepts.
Once I decided to look at the diversity of life I found myself weighing up a number of options:
1: Take a broad brush to the whole of life.
There is a problem here, how does one teach it, use the 5 kingdom system (which is outdated and frankly ridiculous given our current knowledge) or teach the 3 domain system for which two thirds of it are bacterial (rather boring and invisible to middle phase learners).
2: Look at one particular group of organisms.
I decided to go with the 2nd option and look at the plants. Now I have the problem of how to present them. The plants are divided into a number of broad groups including the seedless non-vascular plants (the mosses), the seedless vascular plants (the ferns and fern allies), the gymnosperms (plants with naked seeds including the pines and cycads), and the angiosperms (covered seeds, the flowering plants). These groups are further divided into divisions and it is these divisions that are the break at which I have decided to concentrate on. For example the seedless vascular plants are divided into 4 divisions including the Psilotophyta, Lycopodiophyta, Equisetophyta and Polypodiophyta. I have decided to produce a PowerPoint as a teaching tool. The PowerPoint will divide the plants into their groups (this is a colloquial concept) and then discuss the divisions and their differences. I hope to include in the PowerPoint pictures (full slide pictures) and taxonomic trees (I would make the PowerPoint available to the students). Along with the PowerPoint I hope to set up a blog which the students will add to as a class (giving them administration rights to it).
Importantly as a teacher I can get students actively involved in learning about these plants as they are accessible and rather easily divided based on their characteristics (except for the Equisetophyta).
Secondly to this, I plan on producing a practical PowerPoint that would aim to lead a chemistry class through an experimental procedure and a “teachers notes” to go with the PowerPoint. I am aware that these are two separate lessons though I would like to demonstrate the full use of the ICT. The reason I have chosen to construct a PowerPoint on a different topic is to keep it simple, as I would have to form a dissection and use photographic microscopy to produce a PowerPoint for the plant dissections. I hope this is OK with you Lisa if you are reading this (I will communicate my aims more directly to you in time).
Once I decided to look at the diversity of life I found myself weighing up a number of options:
1: Take a broad brush to the whole of life.
There is a problem here, how does one teach it, use the 5 kingdom system (which is outdated and frankly ridiculous given our current knowledge) or teach the 3 domain system for which two thirds of it are bacterial (rather boring and invisible to middle phase learners).
2: Look at one particular group of organisms.
I decided to go with the 2nd option and look at the plants. Now I have the problem of how to present them. The plants are divided into a number of broad groups including the seedless non-vascular plants (the mosses), the seedless vascular plants (the ferns and fern allies), the gymnosperms (plants with naked seeds including the pines and cycads), and the angiosperms (covered seeds, the flowering plants). These groups are further divided into divisions and it is these divisions that are the break at which I have decided to concentrate on. For example the seedless vascular plants are divided into 4 divisions including the Psilotophyta, Lycopodiophyta, Equisetophyta and Polypodiophyta. I have decided to produce a PowerPoint as a teaching tool. The PowerPoint will divide the plants into their groups (this is a colloquial concept) and then discuss the divisions and their differences. I hope to include in the PowerPoint pictures (full slide pictures) and taxonomic trees (I would make the PowerPoint available to the students). Along with the PowerPoint I hope to set up a blog which the students will add to as a class (giving them administration rights to it).
Importantly as a teacher I can get students actively involved in learning about these plants as they are accessible and rather easily divided based on their characteristics (except for the Equisetophyta).
Secondly to this, I plan on producing a practical PowerPoint that would aim to lead a chemistry class through an experimental procedure and a “teachers notes” to go with the PowerPoint. I am aware that these are two separate lessons though I would like to demonstrate the full use of the ICT. The reason I have chosen to construct a PowerPoint on a different topic is to keep it simple, as I would have to form a dissection and use photographic microscopy to produce a PowerPoint for the plant dissections. I hope this is OK with you Lisa if you are reading this (I will communicate my aims more directly to you in time).
Week 3: Jason’s soapbox!
I am going to confine my work to my blog as I think it is the perfect platform to not only inform people of my ideas and progress but also to consolidate what I am doing. Frankly, I am finding the forums convoluted and somewhat undirected. I am a rather independent and private worker and find them to be particularly unpleasant places to operate (not to knock those that thrive and enjoy open online communication). This is not to say that I do not see a place for forums and wikis, but one needs to be cautions as these areas, “as well as blogs” are not formally peer reviewed and therefore the information presented within these medias is not necessarily to be trusted. The internet can provide vast amounts of information though as we all know this information needs to be treated with a degree of scepticism and carefully filtered.
What have I been doing this week: Week 3:
I got lost somewhere in time this week. To be honest I have not spent a great deal of time on my E-Learning course. I suppose if I had to sum up what I have done it would be sitting, contemplating and waiting to see what other people are doing. It is not entirely true that I did nothing as I started my assignment 3 task, or at least started doing some brain storming (see assignment entry).
Blog reflection week 3: PowerPoint:
PowerPoint is a software application that allows a teacher to provide crisp topic content. Rather than talking about PowerPoint as an application I will discuss it as a useful tool. I have made many PowerPoint’s and think they are an excellent ICT tool for teaching. Of course its use is not limited to theory as it also has powerful applications in practical work.
PowerPoint as a lesson planning tool:
PowerPoint, “because it has excellent information organising capabilities” is useful as a lesson planning tool. While the standard lesson plan is critical, PowerPoint can be used to help unpack the content of the lesson systematically and form the basis of a PowerPoint presentation at a later date. The PowerPoint itself becomes the scaffolding for the lesson plan.
Experimental procedure PowerPoint:
PowerPoint is an excellent tool for stepping a class through experimental procedures. The problem with experimental procedures is that students sometimes find them confusing and are often at different stages of an experimental procedure. Experimental procedures do not always go as planned for many reasons and for this reason a well presented PowerPoint is useful in stepping students through the procedure. One can include in the PowerPoint the experimental procedure, equations and calculations, pictures of laboratory apparatus, chemicals, and outcomes to name a few. As a teacher one can step the class through the procedure and importantly, know where your own explanations are at, stopping the class to go over the next stage of the experiment.
PowerPoint as a student access study guide:
Because PowerPoint is good for stepping out concepts and unpacking content, is digital, and can contain variable media, it is appealing to the middle phase learner (in theory). Study guides in the form of PowerPoint’s may be an advantageous way to give students independent learning options. Some university lecturers use and provide PowerPoint presentations which are extremely helpful for getting a quick point by point understanding of a topic. PowerPoint’s can form the basis of study guides and also complement them.
Inclusion and PowerPoint:
I would like to note as I always do that teachers need to keep in mind the fact that many “at risk” students may not have access to digital technologies and this needs to be a point of consideration. As part of a good inclusionary process, options other than digital need to be provided.
PowerPoint as a lesson planning tool:
PowerPoint, “because it has excellent information organising capabilities” is useful as a lesson planning tool. While the standard lesson plan is critical, PowerPoint can be used to help unpack the content of the lesson systematically and form the basis of a PowerPoint presentation at a later date. The PowerPoint itself becomes the scaffolding for the lesson plan.
Experimental procedure PowerPoint:
PowerPoint is an excellent tool for stepping a class through experimental procedures. The problem with experimental procedures is that students sometimes find them confusing and are often at different stages of an experimental procedure. Experimental procedures do not always go as planned for many reasons and for this reason a well presented PowerPoint is useful in stepping students through the procedure. One can include in the PowerPoint the experimental procedure, equations and calculations, pictures of laboratory apparatus, chemicals, and outcomes to name a few. As a teacher one can step the class through the procedure and importantly, know where your own explanations are at, stopping the class to go over the next stage of the experiment.
PowerPoint as a student access study guide:
Because PowerPoint is good for stepping out concepts and unpacking content, is digital, and can contain variable media, it is appealing to the middle phase learner (in theory). Study guides in the form of PowerPoint’s may be an advantageous way to give students independent learning options. Some university lecturers use and provide PowerPoint presentations which are extremely helpful for getting a quick point by point understanding of a topic. PowerPoint’s can form the basis of study guides and also complement them.
Inclusion and PowerPoint:
I would like to note as I always do that teachers need to keep in mind the fact that many “at risk” students may not have access to digital technologies and this needs to be a point of consideration. As part of a good inclusionary process, options other than digital need to be provided.
Monday, July 19, 2010
Week 2: Jason's Brain!
After looking at everybody's blog, I can see that many have done some stuff on learning styles and multiple intelligences. I have decided to follow the group so watch this space; mine is coming when I get time.
Sunday, July 18, 2010
Week 2: Jason's Soapbox!
This week I learnt how to add links to my blog. It was not easy as the "configure link list" is a bit confusing but with persistence (good “Habits of Mind”) I eventually got to the bottom of it. For those who are having trouble with this I have put instructions at the bottom of this blog!
This week has been a catch-up week for me; I have lots happening in my life at the moment but no good excuses to go with. I am going to (if I have the time) put any instructions that I write for applications onto my blog. I like to write instructions for things I do as that way I can keep my brain clear for important things. This also helps me to rationalise and streamline my thoughts. I have also made it my prerogative to use my “Jason's Soapbox” section of my blog to outline my thoughts in a rather disorganised and informal way (should make for better reading than all that formal stuff surrounding it). So expect these types of entries to be chaotic and somewhat like a self gratifying therapy session.
I want to use my blog as a form of art as well as a platform for formal discussion. I hope to merge my studies, professional experiences, thoughts and experiences onto one platform, “isn’t that what a blog is all about”?! I know that we can all copy from each other and produce verbatim blog pages but is that what a blog is about. I am also exploring this new medium (blogs) and from what I can see so far a blog needs to be fun and highly individual if they are to be fun to do and read.
How to add multiple links:
1: Select design in the top right corner of the blog page (after you have logged in of course). This takes you to the “add and arrange page elements” page.
2: Click on “add a gadget” and the "add a gadget" page loads.
3: Click on “link list” and the “configure link list box loads”.
4: The title is the name of the box in the “add and arrange page elements” page. I decided to call mine Jason’s links, it is not called this in your blog (this name is for editing purposes).
5: The “new site name” is the name the link will take in your blog.
6: “New site URL” is where you paste the web address you want a link with (I copy and paste web address I like into a word document titled "web addresses").
7: The part of this that I had trouble with was adding multiple links. When you need to add multiple links, go to the little spanner that appears on the bottom right of your links box and click it.
8: Do not change the “title”, instead type the name of the new link name in the “new site name” box and paste its address into the “new site URL” box and click the “add link” tab then the “save” button.
9: Now you should have a new tab with the link. My links are at the top of my blog.
This week has been a catch-up week for me; I have lots happening in my life at the moment but no good excuses to go with. I am going to (if I have the time) put any instructions that I write for applications onto my blog. I like to write instructions for things I do as that way I can keep my brain clear for important things. This also helps me to rationalise and streamline my thoughts. I have also made it my prerogative to use my “Jason's Soapbox” section of my blog to outline my thoughts in a rather disorganised and informal way (should make for better reading than all that formal stuff surrounding it). So expect these types of entries to be chaotic and somewhat like a self gratifying therapy session.
I want to use my blog as a form of art as well as a platform for formal discussion. I hope to merge my studies, professional experiences, thoughts and experiences onto one platform, “isn’t that what a blog is all about”?! I know that we can all copy from each other and produce verbatim blog pages but is that what a blog is about. I am also exploring this new medium (blogs) and from what I can see so far a blog needs to be fun and highly individual if they are to be fun to do and read.
How to add multiple links:
1: Select design in the top right corner of the blog page (after you have logged in of course). This takes you to the “add and arrange page elements” page.
2: Click on “add a gadget” and the "add a gadget" page loads.
3: Click on “link list” and the “configure link list box loads”.
4: The title is the name of the box in the “add and arrange page elements” page. I decided to call mine Jason’s links, it is not called this in your blog (this name is for editing purposes).
5: The “new site name” is the name the link will take in your blog.
6: “New site URL” is where you paste the web address you want a link with (I copy and paste web address I like into a word document titled "web addresses").
7: The part of this that I had trouble with was adding multiple links. When you need to add multiple links, go to the little spanner that appears on the bottom right of your links box and click it.
8: Do not change the “title”, instead type the name of the new link name in the “new site name” box and paste its address into the “new site URL” box and click the “add link” tab then the “save” button.
9: Now you should have a new tab with the link. My links are at the top of my blog.
Week 2: Productive Pedagogies.
The Productive Pedagogies is a framework produced by the Department of Education in Queensland and is a reflective framework for teachers. It allows teachers to reflect on and align what they are teaching with important pedagogical practices.
The State of Queensland (Department of Education) (2002) notes that,
“Teachers should use the Productive Pedagogies framework to consider:
1: Are all the students I teach, regardless of background, engaged in intellectually challenging and relevant curriculum in a supportive environment?
2: How do my teaching and assessment practices support or hinder this?
3: What opportunities do I have to critically reflect upon my work with colleagues?”
The Productive Pedagogies are broken into four main pedagogical practice headings including:
1: Intellectual quality:
Does what teachers teach produce in students a high level of academic quality and make them think and consider what they are learning.
2: Supportive classroom environment:
Does the classroom and teacher function as a supportive and fair platform for students to work and learn in?
3: Recognition of difference:
Does the learning environment provide learning for everybody and support diversity in learning and student population.
4: Connectedness:
Is the knowledge taught relevant to the student and the world outside the classroom? Can students use their knowledge meaningfully and are appropriate linkages with other subject areas and topics realised through good teaching practice.
Reference:
The State of Queensland (Department of Education). (2002). prodped.pdf.
Retrieved July 15, 2009, from The Department of Education, Training and the Arts web site: http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf
Here is a link to a good site:
http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf
The State of Queensland (Department of Education) (2002) notes that,
“Teachers should use the Productive Pedagogies framework to consider:
1: Are all the students I teach, regardless of background, engaged in intellectually challenging and relevant curriculum in a supportive environment?
2: How do my teaching and assessment practices support or hinder this?
3: What opportunities do I have to critically reflect upon my work with colleagues?”
The Productive Pedagogies are broken into four main pedagogical practice headings including:
1: Intellectual quality:
Does what teachers teach produce in students a high level of academic quality and make them think and consider what they are learning.
2: Supportive classroom environment:
Does the classroom and teacher function as a supportive and fair platform for students to work and learn in?
3: Recognition of difference:
Does the learning environment provide learning for everybody and support diversity in learning and student population.
4: Connectedness:
Is the knowledge taught relevant to the student and the world outside the classroom? Can students use their knowledge meaningfully and are appropriate linkages with other subject areas and topics realised through good teaching practice.
Reference:
The State of Queensland (Department of Education). (2002). prodped.pdf.
Retrieved July 15, 2009, from The Department of Education, Training and the Arts web site: http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf
Here is a link to a good site:
http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf
Week 2: The Dimensions of Learning.
The Dimensions of Learning (DoL) is a learning framework that is considered to be a compendium of our latest understandings of best practice pedagogical practice. The DoL is a ready reference that is particularly useful for planning and unit development. It is a reflection of what good teaching practice should utilise in giving students the best chance of achieving learning outcomes.
The central concept of the DoL is that teaching should be rich, diverse and build on prior knowledge and also provide links with other knowledge and the real world. Critically, the DoL is peer reviewed and authored by teaching professionals.
The DoL is constructed from 5 interlocking dimensions, “the dimensions of learning” and include the following:
I am going to discuss the dimensions from a teacher’s point of view!
Dimension 1: Attitudes and Perceptions:
The DoL argues that the first dimension in the learning process is making sure that the students firstly; feel comfortable in their learning environment, and secondly; feel comfortable with what is being taught and how it is being presented (Marzano and Pickering, 2006).
Dimension 2: Acquire and Integrate knowledge:
The next thing a teacher needs to do is help students acquire and integrate knowledge. The DoL suggests that this is done through breaking knowledge into declarative and procedural components. This is done as these two knowledge types are acquired and integrated differently and modern psychologists think that knowledge as, “declarative and procedural” is a primary distinction the brain makes when taking on new knowledge; this is a cognitive process (Mclnerney & Mclnerney, 2006) & (Marzano and Pickering, 2006).
Dimension 3: Extend and Refine:
Students need to take the knowledge that they have just acquired and link it with other knowledge they have, they need to compare, contrast, and analyse for anomalies. This helps students better understand and use their knowledge and allows them to be more versatile with their knowledge; applying it to unique situations (Marzano and Pickering, 2006).
Dimension 4: Use Knowledge Meaningfully:
Students need to apply the knowledge they gained to solve problems in the real world. They need to decide how to use their knowledge and whether their application is appropriate. They also need to use their knowledge to make decisions, formulate, and solve problems that may not be immediately obvious (Marzano and Pickering, 2006).
Dimension 5: Habits of mind:
Students need to have and use good habits of mind to learn and utilise their new knowledge. This dimension is about how students think and should be taught to them so they can learn better. Good habits of mind are what good thinkers display when they apply their minds and knowledge to a problem (Marzano and Pickering, 2006).
Reference:
Mclnerney, D. M., & Mclnerney, V. (2006). Educational psychology: constructing learning (4th ed.). Frenchs Forest, NSW, Australia: Pearson Education Australia.
Marzano, R. J., Pickering, D. J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (2006). Dimensions of learning teacher’s manual (2nd ed). Heatherton, Victoria, Australia: Hawker Brownlow Education.
Here is a link to a good site:
http://www.mcrel.org/dimensions/whathow.asp
The central concept of the DoL is that teaching should be rich, diverse and build on prior knowledge and also provide links with other knowledge and the real world. Critically, the DoL is peer reviewed and authored by teaching professionals.
The DoL is constructed from 5 interlocking dimensions, “the dimensions of learning” and include the following:
I am going to discuss the dimensions from a teacher’s point of view!
Dimension 1: Attitudes and Perceptions:
The DoL argues that the first dimension in the learning process is making sure that the students firstly; feel comfortable in their learning environment, and secondly; feel comfortable with what is being taught and how it is being presented (Marzano and Pickering, 2006).
Dimension 2: Acquire and Integrate knowledge:
The next thing a teacher needs to do is help students acquire and integrate knowledge. The DoL suggests that this is done through breaking knowledge into declarative and procedural components. This is done as these two knowledge types are acquired and integrated differently and modern psychologists think that knowledge as, “declarative and procedural” is a primary distinction the brain makes when taking on new knowledge; this is a cognitive process (Mclnerney & Mclnerney, 2006) & (Marzano and Pickering, 2006).
Dimension 3: Extend and Refine:
Students need to take the knowledge that they have just acquired and link it with other knowledge they have, they need to compare, contrast, and analyse for anomalies. This helps students better understand and use their knowledge and allows them to be more versatile with their knowledge; applying it to unique situations (Marzano and Pickering, 2006).
Dimension 4: Use Knowledge Meaningfully:
Students need to apply the knowledge they gained to solve problems in the real world. They need to decide how to use their knowledge and whether their application is appropriate. They also need to use their knowledge to make decisions, formulate, and solve problems that may not be immediately obvious (Marzano and Pickering, 2006).
Dimension 5: Habits of mind:
Students need to have and use good habits of mind to learn and utilise their new knowledge. This dimension is about how students think and should be taught to them so they can learn better. Good habits of mind are what good thinkers display when they apply their minds and knowledge to a problem (Marzano and Pickering, 2006).
Reference:
Mclnerney, D. M., & Mclnerney, V. (2006). Educational psychology: constructing learning (4th ed.). Frenchs Forest, NSW, Australia: Pearson Education Australia.
Marzano, R. J., Pickering, D. J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (2006). Dimensions of learning teacher’s manual (2nd ed). Heatherton, Victoria, Australia: Hawker Brownlow Education.
Here is a link to a good site:
http://www.mcrel.org/dimensions/whathow.asp
Week 2: Learning Frameworks
As an education student I have had experience with Dimensions of Learning and Productive Pedagogies. Both of these are excellent frameworks that are good lesson planning tools. They are particularly good for orientating and embedding content in relevant ways. While very good they are broad in their scope and as such can be applied to many different learning situations. As part of this course there is a need to look at frameworks that are more related to embedding Information Communication Technologies (ICT’s) particularly as I am an education student.
Before I comment on specific frameworks it is important that one considers the audience of the frameworks; some frameworks are aimed at students and others are aimed at teachers. I would argue that for any framework to be successful both parties need to have a particular understanding of the framework. The Dimensions of Learning is a framework that teachers need to have a thorough understanding of, though students need to have a good understanding of certain parts of it like the Habits of Mind. The Big Six seems to be centred on what students need to demonstrate to acquire information in a digital world. Of course the teacher needs to know the Big Six in order to ensure students are utilising it and also for their own information problem solving processes. When writing about frameworks I write generally with the assumption that their application is generic.
Before I comment on specific frameworks it is important that one considers the audience of the frameworks; some frameworks are aimed at students and others are aimed at teachers. I would argue that for any framework to be successful both parties need to have a particular understanding of the framework. The Dimensions of Learning is a framework that teachers need to have a thorough understanding of, though students need to have a good understanding of certain parts of it like the Habits of Mind. The Big Six seems to be centred on what students need to demonstrate to acquire information in a digital world. Of course the teacher needs to know the Big Six in order to ensure students are utilising it and also for their own information problem solving processes. When writing about frameworks I write generally with the assumption that their application is generic.
Week 1 Concept Map Comming and discussion on learning theories.
Keep an Eye on this space!! Hey I have finally put up my concept map. It is far from complete or logical as I have had problems with Bubbleus2, see what you think, sorry.
Saturday, July 17, 2010
Week 1: So What is a Blog?
Weekly blog topic: What is a blog, its usefulness in education and what is a concept map?
Establishing my blog was easy though I am having trouble formatting and editing it. The Blog as I see it is a place halfway between a wiki and a web page. Blogs allow the author to have control over its functionality and content while allowing other people to leave their thoughts and ideas. Given the nature of the middlephase learner I think that blogs are a brilliant tool for teaching and learning. Blogs allow freedom of expression while also giving the teacher the ability to drive and manage the topic contents. This week is my first experience with blogs and I can definitely see the benefits of their usage. One must be ever mindful to the fact that many students are either not as digitally literate as we assume them to be and that many “at risk” students do not have access to computers or simply do not care about computers. This places them at risk before the learning has even started and will divide a class into those who move forward with access to computers and those that fail and lack access to computers. The trick is to make the blog accessible, highly usable and fun. Providing alternate platforms for learning and assessment is critical as part of good inclusionary procedure.
A concept map is a schematic of one’s ideas, particularly how these ideas relate to each other. The concept map has an application in helping students link new and old ideas and also attach meaning to these ideas. For me personally concept maps are not my preferred method of understanding. I find that simply adding meaning to terms is enough for me to create links. I say this to highlight the fact that different people will have different methods of forming links to gain understanding and insight. The concept map is a simplification of often complex interconnected ideas that are cognitivistic and constructivistic in nature. People firstly gain an understanding of concepts through high level cognitive functions and then construct their reality of the concepts and their inter-relativity through constructivist mechanisms. Finally one cannot understate the variability and complexity of the individuals mind and its understandings and interpretations of the real world.
References:
Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW, Australia: Pearson Education Australia.
Baron, R. A. (1998). Psychology (4th ed.). Needham Heights, MA, USA: Allyn & Bacon.
CQUniversity. (2010). Fahe11001_2102: practical activity: week 1 - blogs and concept maps. Retrieved July 14, 2010, from the CQUniversity Moodle web site: http://moodle.cqu.edu.au/mod/resource/view.php?id=99043
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler. (2009). Psychology: applied to teaching (1st ed.). Milton, Queensland, Australia: John Wiley & Sons Australia Ltd.
Establishing my blog was easy though I am having trouble formatting and editing it. The Blog as I see it is a place halfway between a wiki and a web page. Blogs allow the author to have control over its functionality and content while allowing other people to leave their thoughts and ideas. Given the nature of the middlephase learner I think that blogs are a brilliant tool for teaching and learning. Blogs allow freedom of expression while also giving the teacher the ability to drive and manage the topic contents. This week is my first experience with blogs and I can definitely see the benefits of their usage. One must be ever mindful to the fact that many students are either not as digitally literate as we assume them to be and that many “at risk” students do not have access to computers or simply do not care about computers. This places them at risk before the learning has even started and will divide a class into those who move forward with access to computers and those that fail and lack access to computers. The trick is to make the blog accessible, highly usable and fun. Providing alternate platforms for learning and assessment is critical as part of good inclusionary procedure.
A concept map is a schematic of one’s ideas, particularly how these ideas relate to each other. The concept map has an application in helping students link new and old ideas and also attach meaning to these ideas. For me personally concept maps are not my preferred method of understanding. I find that simply adding meaning to terms is enough for me to create links. I say this to highlight the fact that different people will have different methods of forming links to gain understanding and insight. The concept map is a simplification of often complex interconnected ideas that are cognitivistic and constructivistic in nature. People firstly gain an understanding of concepts through high level cognitive functions and then construct their reality of the concepts and their inter-relativity through constructivist mechanisms. Finally one cannot understate the variability and complexity of the individuals mind and its understandings and interpretations of the real world.
References:
Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW, Australia: Pearson Education Australia.
Baron, R. A. (1998). Psychology (4th ed.). Needham Heights, MA, USA: Allyn & Bacon.
CQUniversity. (2010). Fahe11001_2102: practical activity: week 1 - blogs and concept maps. Retrieved July 14, 2010, from the CQUniversity Moodle web site: http://moodle.cqu.edu.au/mod/resource/view.php?id=99043
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler. (2009). Psychology: applied to teaching (1st ed.). Milton, Queensland, Australia: John Wiley & Sons Australia Ltd.
Week 1: What have I been doing this week?
Over the course of the rest of the week:
I spent this week preparing for my learning journey by over viewing the course structure and content. There were a number of issues that I needed to sort out before I could start looking at the topics. The first thing I needed to do was establish an understanding of the first assessment item which includes establishing a blog primarily to journal my learning journey. I have found it useful to create a word document that I have cut and pasted specific course requirements like the assessment overview from the course profile and the blog reflections summaries from each weekly topic on the moodle website. This allows me to see at a glance the requirements of the assignment and the reflections that need to be considered. I am using the blog reflection notes from moodle as the primary driver for my reflections.
The second thing I needed to do was establish the key topics and content. After considering my options I have decided to produce a study guide that outlines the content in a format that I find useful (this is in contrast to formulating a concept map). This will help me to organise information that I collect from different sources and pinpoint specific content. Producing a study guide also helps me to learn the topic and link topics together.
I spent this week preparing for my learning journey by over viewing the course structure and content. There were a number of issues that I needed to sort out before I could start looking at the topics. The first thing I needed to do was establish an understanding of the first assessment item which includes establishing a blog primarily to journal my learning journey. I have found it useful to create a word document that I have cut and pasted specific course requirements like the assessment overview from the course profile and the blog reflections summaries from each weekly topic on the moodle website. This allows me to see at a glance the requirements of the assignment and the reflections that need to be considered. I am using the blog reflection notes from moodle as the primary driver for my reflections.
The second thing I needed to do was establish the key topics and content. After considering my options I have decided to produce a study guide that outlines the content in a format that I find useful (this is in contrast to formulating a concept map). This will help me to organise information that I collect from different sources and pinpoint specific content. Producing a study guide also helps me to learn the topic and link topics together.
Week 1: What was I doing for the first couple of day in this course?
Jason’s first couple of days in E-learning.
I spent the first couple of days calibrating the course content to my learning needs and style. I spent a good deal of time organising my course data and files and have now settled into my learning and information gathering mode.
I spent the first couple of days calibrating the course content to my learning needs and style. I spent a good deal of time organising my course data and files and have now settled into my learning and information gathering mode.
Wednesday, July 7, 2010
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