WebQuests

Hi everyone,

How have you all found this week's readings and information?? I am excited to be honest! I can tell you that eLearning seems like such a good attribute to the future. WebQuests seem really efficient in the classroom as it is a way in which the learners are able to engage in their learning. I do feel though, that WebQuests can be improved by providing a more variety or digital tools and several styles of designs.

I also then had the idea that you can create a WebQuest through a website or wiki, so you can have a little more variety in designs. More tools could be embedded into either websites or wikis such as the Prezi information tool and even Glogsters. Glogs could also be used to create a 'WebQuest' as you are providing links to specific areas of information but in a very visually appealing way. This is my opinion anyway :-)

What are your thoughts?

Nikki. x

Refelctive Synopsis - Assessment 2

What will be next? Is my ongoing question in the world of E-Learning. We currently have a broad variety of exploration tools to provide in our classrooms of the 21^st Century, but which ones are effective? Which ones will support the learners journey through understanding and engagement?, and of course, which ones are safe for our children to use, and for us as educators to provide for our learners? Throughout this synopsis, I will be describing these in group technologies 1, 2, 3 and 4 and the possible ways in which it could enhance creativity and confidence in my students learning.

Group Technologies 1

Group Technologies 1 describes the Web 2.0 which is used quite popularly in today’s society. Not just in classrooms or education systems, but in workplaces that involve construction and trade businesses, I.C.T and even the Queensland Government. Web 2.0 provides tools such as websites, wikis and blogs which establish the importance of a two-way tool, to be both the reader and the author (Moodle, 2011b). As I examined the tools of Group Technologies 1, I witnessed the intense collaborative formation in which the tools presented themselves. I particularly, looked into websites, as they provide a sort of ‘base’ for the students learning. Websites are very personally creative and can withhold particular information, but also have professional looking links into both blogs and wikis. Please view my Weebly website for an analytical SWOT analysis of websites in education, and to view my wiki and podcast links at http://nikkiselearning.weebly.com/

In my teaching context, I feel that the Web 2.0 tools can be effective in my classroom for my learners, as they are able to collaborate effectively with their peers through blogs and wikis, but still have a ‘safe base’ of information on a class website, that can enable them to refer to information, or specific links they wish to further investigate. An example of how I could use this in my classroom, is so I can provide homework or class tasks in a visually appealing way, and have the ability for the children to still ‘construct’ their knowledge through Blogs and Wikis linked through the website.

Group Technologies 2

Group Technologies 2 focuses on audio and visual representation tools such as videos, podcasts, audio, images and image enhancing programs. Multimedia is one of the most important affordances of online learning, according to Moodle (2011a). Incorporating these technologies and their tools into any learning environment would be advantageous for a variety of learners and their learning styles. Through these multimedia tools, learners are able to view and process information through visual and auditory ways, which is helpful to suit these learning styles. Through using these tools in the learning environment, students are processing their knowledge through a creative and visually appealing way, and the learning has its way of ‘jumping out’ at the learner. I particularly, focused on podcasts and audio, as I was always familiar with podcasts, but never really used one.

After viewing several podcasts and exploring with the tool myself, I was able to realise the great benefit in which they can have in the classroom. Learners that may struggle at writing and recording, may find it more interesting and simpler, to use a podcast to create their report, or do sound recordings to report information, particularly in science experiments. Relating to myself, I find it hard to ‘write down’ my thoughts, but can explain it verbally, this indeed would be great support for learners that need to communicate to get their points across.

In my teaching context, I would particularly use podcasts and audio tools in a form in which my learners can access these to understand and still ‘construct’ their knowledge. Using programs such as Podomatic  (Podomatic, 2011) would definitely increase the innovative tool in a creative sense. Podcasts and audio can be embedded into a website and a blog and therefore can be viewed in several formats. For learners that do not learn through auditory information or processing, I would definitely incorporate vodcasts into my learning environment, which consists of both audio and visual. This way, it would suit the needs of both auditory and visual/spatial learners. To view further information on podcasts and audio in learning, please go to my podcast at http://nikkileerose.podomatic.com/entry/2011-03-27T04_33_02-07_00.

Group Technologies 3

Group Technologies 3 was by far my favourite in the new 21^st Century e-Learning pedagogy. I really didn’t have a particular ‘favourite’ of this group, as they were all so appealing in a number of ways. Tools such as Prezi, Glogster and PowerPoint are within this group. To this day and age, many of us are quite familiar with PowerPoint, and how it can be used effectively to interact within the classroom. I, myself was being taught topics at high school with both interactive and non interactive PowerPoints. They were the ‘big thing’ as you could say. I never realised though how in-depth presentation tool in e-Learning had gotten. Prezi is definitely a brilliant program to present information on; being very similar to the idea of PowerPoint presentations, but simpler to use, and very creative. However, I did find that there were limited colour fonts and limited styles to exhibit the creativeness inside the learner.

I particularly looked into the presentation tool of Glogster. I immediately thought, first of all, that it related to the same idea as blogs – simply because it rhymed! As I explored the tool, I immediately had a connection with it. As I am huge on presentation and inspiring my creative abilities, I chose to create an artistic Glogster, but I did find it hard to understand the learning abilities within, until I explored further.

I viewed several Glogs that other people had created relating to specific topics, such as history, the arts, science, maths, and even homework pages that some teachers had created for their classes. What a great idea! I thought to myself. Teachers had used Glogster to construct visually appealing information regarding what topic the students were undertaken. The Glogs had several videos, web links, images, podcasts and animated graphics that really brought the children’s homework to life. When children were creating projects on a particular topic, they were able to visualise their information, create stories, and apply it artistically (Marlow, 2011)

A teacher is able to create a classroom Glogster account, which enables the students and the teacher to collaborate with each other in their topic learning area, as well as constructing their knowledge as a team. As for my own teaching context, I would definitely use Glogster to enhance the learning in my classroom. I would use it often as a substitute for written homework in some weeks, to add variety and show the learners that there are many ways of exploring information, not just through looking in books. I would also use Glogs as a form of the students constructing their own If you would like to view a further analysis on Glogsters in education, please refer to my Glogster poster at http://nikkileerose.edu.glogster.com/glogsterassessment2

Group Technologies 4

The final collection of tools I explored was Group 4 Technologies. I more refer these to a ‘miscellaneous’ area of digital tools, as they are effective and useful, but do not really fit in to any of the particular groups above. Throughout this collection, I explored the tools such as the Google applications – Docs, Earth, Maps, as well as Animations and Simulations, digital storybooks and timelines, and online concept mapping. I found that most of these tools had an excellent purpose in learning, and had collaborative and innovative techniques. I did see online concept mapping as a little bit over rated, as it is just as simple to apply a more creative and visually appealing concept map on a large poster of paper. It would also involve more collaborative work, as you are easily able to sit with peers and construct an ideal concept map as a team. However, if learners are studying through a non face-to-face method, concept mapping would be ideal, but not particularly for an everyday classroom environment.

As for the Google applications, i found these all very sufficient in providing learning for the learners in my classroom. Google Maps and Google Earth are excellent supportive tools particularly for studies of geography, history and the arts. Learners are able to visually connect to places in which they cannot necessarily be, which is a tremendous highlight of this tool. Google Docs is a very sufficient online collaborative tool that learners can access 24/7 and are able to construct learning projects as a group, but be anywhere in the world. The Google applications would be definitely inherited into my classroom environment, as they are allowing exploration for learners, and still provide appropriate information needed.

I particularly looked into animations and simulations, as I wanted to research if they were really a form of learning with students. As Moodle (2011c) states, animations and simulations do not constitute learning on their own, and still need appropriate pedagogy behind it. Gizmos (ExploreLearning, 2011) are an excellent online resource that can transform learning into a whole new perspective. Gizmos provide an exceptional ‘aide’ for learning, particularly in areas of science and mathematics, and provide animations that are relevant to the learning topic. For some learners and environments, some things are not possible to see happening, therefore there is a need for a visual aide. For example, if I was discussing the topic of volcanic lava within my classroom, and the history of Pompeii, there is no possibly way in which we can visit the place. Through animations and simulations, we can! That is what I love about having these in my teaching context for a support of students learning. To view a PMI analysis of animations and simulations, please view this link http://managingelearning123.blogspot.com/2011/04/digital-tools-group-4-animations-and.html

Safety and Ethical Guidelines

Obviously, as an educator, I will be responsible in providing safety and ethical information to my students, both safety of themselves and others. Students need to understand, that through websites, wikis and blogs, and many other online tools, that anyone is able to view these, unless requested no to. Also, it is important for children to understand that any words, information, pictures, videos, podcasts or any other source that is not from them, needs to be acknowledged correctly. As for the safety of the children themselves, it is vital you promote the importance of the learners not to post anything too personal on these digital tools as well as any photographs of themselves or peers, unless privacy is reassured. A good website for students to view before immersing in any online work is CyberSmart (2011). This site also quizzes students into how to be safe online.

Conclusion

Overall, the tools I have explored have been innovative and have definitely demonstrated a difference into which I will provide amazing pedagogy in the future. As we enter a new generation in the 21^st Century, we need to provide ‘up to date’ strategies to actively engage our students into the lifelong learning journey.

References

CyberSmart., (2011). Cyber Safety. Retrieved from http://www.cybersmart.gov.au/

ExploreLearning., (2011). Gizmos - Online Simulation. Retrieved from      http://www.explorelearning.com/ 

Marlow, A. (2011).  Glogster PD – What is a Glog? Retrieved on April 2, 2011 from                 http://mrsmarlow.edu.glogster.com/false

Moodle., (2011a) Group 2 Technologies. Course Readings – FAHE11001 Managing E-Learning.     Retrieved from http://moodle.cqu.edu.au/mod/resource/view.php?id=156839

Moodle., (2011b) Group 1 Technologies: Online Spaces – Web 2.0. Course Readings – FAHE11001 Managing E-Learning. Retrieved from  http://moodle.cqu.edu.au/mod/resource/view.php?id=156943

Moodle., (2011c) Group 4 Technologies: Animations and Simulations. Course Readings – FAHE11001 Managing E-Learning. Retrieved from http://moodle.cqu.edu.au/mod/resource/view.phpid=156949

Podomatic., (2011) Create a Free Podcast. Retrieved from http://www.podomatic.com/

Digital Tools Group 4 - Animations and Simulations

I have created a PMI of Animations and Simulations.

Plus

·         Complex interactions within the class

·         Can substitute ‘real life’ situations where not really possible to see. i.e. Movement of tectonic plates.

·         ‘Gizmos’ (ExploreLearning, 2011a) a tool where teachers can create simulations and use in their contexts of learning, as a ‘visual aide’ for years 3 to 12.

·         Educators say Gizmo is a very interactive tool within their classroom (ExploreLearning, 2011b)

·         Gizmos are effective for visual aides for any topic, especially science or mathematics. i.e. How plants grow, the Water Cycle, fractions in maths.

·         Can use animations and simulations as a learning game or activity (Education QLD, 2011)

·         Appropriate for learners that require visual/spatial concepts of learning.

·         With animations and simulations, you are able to manipulate variables.

·         Learners are able to explore with the tool, especially with Gizmos (ExploreLearning, 2011a)

Minus

·         Both animations and simulations do not constitute learning on their own, and still require efficient pedagogy to subside with this.

·         Some educators may be digital migrants, and have difficulty in understanding HOW to use these and HOW they may support and aide learning in the classroom.

·         Gizmos (ExploreLearning, 2011a) are not so simple to create if the educator has no experience. I myself, found it hard to create one, without continuously repeating the steps in creating one.

Interesting

·         Interactive Learning Objects (Ed. QLD) is a popular program used by teachers in Queensland. This site provides learning animations and simulation, including games and activities that registered schools and teachers are able to use in the classroom.

I would definitely use animations and simulations in my classroom such as Gizmos and Interactive Learning Objects, as these provide a visual aide for the context of the topic you may be teaching and learning really ‘comes alive’. Even though animations do not constitute learning on their own, the learners in the class will benefit from this tool as they are able to visualise their learning into what something is, or substitute for things you may not be able to do in the classroom, i.e. visit a volcano and the hot lava streams. Overall, this is a very sufficient pedagogic tool I would use to enhance my students learning in the classroom.

References:


Education Queensland., (2011). Smart Classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/


ExploreLearning., (2011a). Gizmos - Online Simulation. Retrieved from  http://www.explorelearning.com/ 


ExploreLearning., (2011b). What educators say about Gizmos. [Video File] Retrieved from http://www.explorelearning.com/index.cfm?method=cVideos.dspVideo&id=1

Using Concept Mapping as an Education Tool

I love concept maps. Very creative and exceptional for brainstorming in a funky design way.
Check out my concept map I created on this week's overview.

Google Docs

I have always noticed the little Google Docs button on the bar in google, as well as in MyCQU, but I never really attempted to look at what it was. After viewing the recommended video, I definatley had a deep and meaningful insight as to what learning Google Docs beholds for students.

To me, it is quite similar to a Wiki, but you are able to work collaboratively and to see the other persons actions at that time, when you are creating learning together. Google Docs is exceptional for any learning environment, as it enables the students and educators to create documents anywhere and anytime, and access it wherever they like! No need to email back and forth, just use Google Docs! Ahh how I love technology!!!!

Reference:

CQU Moodle Readings, (2011). Week 5 Group 4 Digital Tools. Retrieved on 6 April, 2011 from http://moodle.cqu.edu.au/mod/resource/view.php?id=156949

Nikki x

Google Maps and Google Earth

I love Google Maps and Google Earth, very interesting and helpful at times! I currently have Google Earth downloaded on my computer and I look at it every now and then, just to see what things are looking like in... Paris! or London! or anywhere in the world! This is the beauty of Google Earth. Having this in my learning environment would be very advantegous to both me, as an educator, and my students, together learning. Google Earth would definately 'set the interest' in forms of geography studies, historical studies and even astronomy! (if you zoom way out you can see more than just our earth!)

Google Maps would hold a lot of potential in learning environments as well, as learners are able to create their OWN maps with points, photographs and geographical landmarks! The fantastic thing I discovered while reading about this tool, was that you can embed it into your blog or wiki! This would be ideal for learners if they are using this form of assessment or knowledge in the classroom!

Reference:

CQU Moodle Course Readings, (2011). Week 5 Group 4 Technologies. Course FAHE11001 Managing eLearning reading retrieved from http://moodle.cqu.edu.au/mod/resource/view.php?id=156949

Nikki x

Animations and Simulations

I must say I found it really interesting exploring animations and simulations, as they were quite different to what I thought they were. As I explored these two tools, I found that Gizmos had a lot of learning potential. Not constituting learning themselves, but as a visual aide to the topic being taught - this obviously suits several learning styles. I viewed the video clip What educators say about Gizmo (ExploreLearning, 2010) and the teachers in the video, explained how valuable the tool was, as learning 'comes alive' in the classroom.

When I am a future Learning Manager, I will definately be using this form of digital tool in my classroom to support my students through their Learning Journey.

Reference:

ExploreLearning, (2010). What educators have to say about Gizmo. Retrieved on April 2, 2011 from http://www.explorelearning.com/index.cfm?method=cVideos.dspVideo&id=1


Nikki x

Digital Tools Group 3 - Glogster Presentation Analysis

“This is definitely for me!” I thought as I discovered the wonderful creative world of Glogster. I loved it! Having the ability to create visual literacy through images, video and sound was very interesting for me, and it was easy for me to foresee this within my future classroom. Although the graphics and images are so amazing, I did get side tracked as to the information I was supposed to be writing.. oops! I have created a De Bono’s Six Thinking Hat’s analysis on the Glogster tool, and have included various sources of where incredible information was discovered.

If you wish to view my analysis through the Glog I have created, please click the link or view below, this would suit you if you are a visual/spatial learner.. aka. ME!) Or you could read it in my blog as follows.

http://nikkileerose.edu.glogster.com/glogsterassessment2/

White Hat: Facts

·         After researching WHAT Glogs are in education, I discovered that Glogster was a creative and innovative ‘poster’ program which enables learners to visualise their information, create stories and apply it artistically (Marlow, 2011). Can also be imbedded in blogs, wikis and websites.

·          Glogster is used to provide appealing and relevant information through texts, audio, images, video and animations.

·         Both creating and researching educational Glogs can be ascertained in the classroom, as learning can form through both and be inclusive.

·         Glogs can be created by the teacher and students are invited to the group, and Glogs can be monitored throughout each other. Glogs are safe, private and secure.

Red Hat: Feelings

·         Personally, I feel the idea of Glogs in education has high potential in not only classrooms, but any learning environment, whether it be work, personal use, advertisement and schooling, as learners are able to both research and create information and knowledge in that particular area.

·         I really like that Glogs support many digital tools, such as images, video, audio, animations and textual information, and I feel that this could contribute to a classroom where ALL learners and their learning styles are accounted for and not being ‘left behind’.

·         I love having the ability to embed videos into the Glog, as this often gives a further insight into the poster’s topic and relevance.

·         Learners are able to ‘build their character’ (Lieberman, 2011) through using Glogs in collaborative and pedagogical ways.

Black Hat: Critical Thinking

·         After researching Glogs in education, I have discovered that this tool does work effectively to enhance learning. I viewed some very positive feedback of Glogster by educators themselves, one of which commented, “We are very pleased with the project and the kids seemed to have a lot of fun with it. Thanks so much for all your help in getting the project going.” (Duggan-Lay, 2009)

·         There may be a problem with using Glogster in learning environments, even though I feel it may be very successful. My biggest fear of reality would be that the learners may use create Glogs that may be very visually appealing, but without the context of information needed. I, myself, got distracted by what I was creating, as I was thinking on how I could make my page full of pictures and ‘pretty things’. This doesn’t mean the information has to be supplied through text, but necessary information should be presented relevantly throughout the Glog.

Yellow Hat: Benefits

·         There are numerous benefits to incorporating Glogs into any learning environment, as it opens up a broad spectrum of learning in many ways. Learning styles are a very important aspect of Glogs, as it supports a range of many learners. Students can use their visual literacy abilities and use this to determine HOW they are going to retain information given out or received.

·         Social networking is very popular amongst many people of today, and Glogs are a form of the shift to Educational Networking, (Glogster, 2009) which allows constant collaboration and ‘constructive’ learning in any environment.

Green Hat: Suggestions and New Ideas

·         Having explored the Glogster tool for a long period of time, discovery through images and other digital tools were amazing. At first I thought to myself, there is nothing I would want to change, but having thought about it, a suggestion of the tool would be to enable a series of ‘poster slides’ where users are able to create a series of posters but in the one Glog. This would be to provide any extra images or information necessary to the glogs.

·         As Glogster is fairly new in the education system in the terms of collaborating and constructing learning, it really needs to be put out there to our Digital Immigrants. It is a very simple tool and has very valuable potential. My concerns would be those learners missing out, if their educator isn’t confident enough to pursue new, innovative learning to the classroom.

Blue Hat: Overview

·         After examining the important and interesting aspects of the Glogster tool, I need to stress the importance of promoting learning tools like these in the classroom to provide an interesting all-learner catering system to achieve success in learning for all learners.

·         We need to understand that we are in a new generation of learners and we need to adapt to this ‘Multi media World’ (Glogster, 2009) and continue this form of innovative learning within our learners lives, to cater for their life long learning.

 

References:

Marlow, A. (2011).  Glogster PD – What is a Glog? Retrieved on April 2, 2011 from http://mrsmarlow.edu.glogster.com/false

Lieberman, C. (2011). Character Education, Technology and Positive. Retrieved on April 2, 2011 from http://liebermanc.edu.glogster.com/character-education-and-positive-schooling

Duggan-Lay, J. (2009). SlideShare Glogster EDU Education 2.0. Slide 19, What teachers are saying. Retrieved on April 2, 2011 from http://www.slideshare.net/glogster/glogster-edu-education-20-2902550

Glogster Education (2009). SlideShare Glogster EDU Education 2.0. Retrieved on April 2, 2011 from http://www.slideshare.net/glogster/glogster-edu-education-20-2902550

Glogster Tool!

Hey everyone, I have created a Glogster!
I absolutely love the potential and ability Glogster has for learning, as well as the high rate of visuals!
Enjoy!



Thanks everyone!
Nikki x

The Amazing tool of Prezi!

Hey everyone. I found Prezi a most amazing tool! I think it is very visually appealing, and an exceptional way to 'jot' down ideas as they come to your head. Prezi would be an exceptional tool for createing mind maps with learners, as they can use various novelty characteristics to re-represent their thinking.

Watch my Prezi! I just did a quick one on our yard renovations!
Enjoy!
xx

What to renovate in the yard on Prezi

My PowerPoint!

I have created my PowerPoint on my website. I knew how to upload it but the music and video wouldnt work. Something I am going to have to learn to do!

Check out my PowerPoint on http://nikkiselearning.weebly.com/
Enjoy!

Nikki x

Digital Tools Group 2 - Audio and Podcast Analysis

Listen to podcast! - Audio Analysis of Podcasts in Learning
My Podomatic Link (to my podcast profile) - http://nikkileerose.podomatic.com/
or read the following analysis, which ever learning style you suit best!

Wow! Is what I have to say about podcasts. I have always known what they were, but never really looked into them as such. It wasn't necessary for me to when I was at school, but I strongly believe that Podcasts would be a great asset to any classroom. The following analysis will explain why.

After viewing a number of podcasts, vodcasts and audio presentations, I was very amazed and intrigued as to what it can behold in learning. As Curtis J. Bonk explains, this generation is the 'time to be' in education, as new innovations hold enormous possibilities (Townsend, 2011). This podcast explains the relevance of technologies in learning, not specifically audio and podcasts, so I went on further to research information.

An exceptional podcast I listed to was called Project Based Learning. The woman in this podcast describes very detailed and efficient information that I really appealed to. She was explaining the engagement of children in learning, and having the ability to direct their own knowledge and work. Whether it be individually, or collaboratively constructing the knowledge. She states by using authentic tools such as technology, could ehibit growth in the flexible curriculum based learning. Teachers are looked at as fascilitators or 'coaches' as they assist children in the constructive learning context through e-Learning. (Techknow 2010)

Having listened to this podcast, it definately opened me up to the valuables of incorporating audio, podcasts and vodcasts into any learning. By offering audio into any learning, this gives the learner a valued option as to how they wish to learn (by watching), or present their information (by publishing).

In listening to these podcasts, it has opened me up into the creativeness and learning that can inhabit in audio proficient learning. There is however, a difference between audio and podcasts. Podcasts are subscribable and have the advantage of recieving encouraging feedback from your subscribers. This would be a positive to any learner, as we all feel the need to recieve acknowledgement for our work. In a learning environment, I feel that podcasts would be an exceptional learning tool, as students are able to receive knowledge and content in a different form; being able to pause the podcast is ideal, as you can rewind and reflect as many times as you like. Learners are also able to give information and learnt knowledge in a different form. As 'Podcasting in Education' (2010) states, audio and podcasts could be used for reporting, interviews, poems, songs/rhymes, music creation, news broadcasts, radio, audio tours, communicating with parents and families plus unlimited usages!

Most podcasts are free and some have very factual information that can be used. As for learners publishing podcasts themselves, it is exceptional for learners that have the learning style in which they need to explain or communicate to their 'point' across, the interpersonal learner, as Gardner (1989) may say. Some of us know what it is like when we can't put it on paper, what we are wanting to explain! It also important to state the importance of the legal and ethical issues to all learners using any eLearning tool. Learners need to understand that all information they discover, someone has researched very hard for, therefore, should always be recognised and referenced correctly. Also, they need to learn to protect their own privacy, by ensuring they have 'locks' of passwords anywhere necessary, and not giving out irrelevant personal information. This is a big part of any eLearning learner in any industry.

In conclusion, the impact of audio and podcasts in my learning environment would be effecient as I will definately encourage this form of e-Learning pedagogically. Audio and Podcasts in my learning classroom would link directly to my Bloom's Constructivist Engagement (BCE) Learning Design Framework that I have created in my previous post; as children are processing their higher order thinking abilities by using an engaging, constructivist method of learning. With having audio and podcasts in my learning environment, I would definately incorporate these into student assessments, as to facilitate learning for all learners, we have to be open minded and let students be their best, and the most effecient way to do this, is by acknowledging these learning areas, and have options for our students. However, podcasts and audio may be a disadvantage for unconfident students and visual/spatial learners. This is where digital images would be useful in the classroom. Many things can be done through audio, and will continue to improve for the future. What will be next? Is my big question.


References:
Townsend, M. (2011) Curtis J. Bonk 'The World is Open, How Technology is Revolutionising Education. Podomatic.com [Audio File] Retrieved on March 23, 2011 from http://mitcheltownsend.podomatic.com/player/web

Techknow. (2010) Components of Project Based Learning. Podomatic.com [Audio File] Retrieved on March 23, 2011 from http://techknow.podomatic.com

Mayer, C. (2010) Podcasting in Education. WikiSpaces. Retrieved on March 23, 2011 from http://podcasting-in-education.wikispaces.com/

Gardner, H. (1989) Multiple Intelligences in Education. Infed.com. Retrieved on March 24, 2011 from http://www.infed.org/thinkers/gardner.htm

Picnik and MobaPhoto

Hey everyone, I have had a play around with both Picknik and MobaPhoto. I love being creative!!! This is a picture of my gorgeous puppy Lenny. He is a beautiful Border Collie!

I loved playing around with Piknik! I got to look at all of the awesome editing tools you could create with your photo. I used Moba Photo then to 'resize' the image so that it would take a lot faster to load on an internet page. Here is my photo:

Hope you are all enjoying Week 4!

Nikki xx

The Bloom's Constructivist Engagement Learning Design Framework (BCE)

The Bloom’s Constructivist Engagement Learning Design Framework (BCE)

The Bloom’s Constructivist Engagement Framework (BCE), is a framework in which I have designed, based upon the ideas and theories of two core frameworks; Bloom’s Revised Taxonomy (Anderson, 2010) and The Learning Engagement Theory (Kearsley & Schneiderman, 1999). I have also incorporated a theory in which I feel and have a very strong approach towards, the Constructivist Theory (Piaget, 1926). In this paper, I will be describing key aspects and universal ideas of the BCE framework, techniques and how these could be future integrated into varying classroom environments.

The main aspiration of the BCE framework is to enhance student’s understanding of technologies and I.C.T, through constructing and collaborating in both engaging and motivating learning experiences, which allow students to actively perform higher order thinking abilities. To be literate in these areas, the students must have an engaging teacher that sources them with necessary technological tasks and encourages their creative thinking and analysis. It is also, upmost important to ensure you are supporting all students and their outcomes in learning with I.C.T, whether this may be providing insightable tutorials or other resources to ensure inclusion is throughout your entire classroom.

The purpose of incorporating Bloom’s Revised Taxonomy (2010), into my framework, is to use this as a professional learning guide, in which you could assess the progress in thinking of your students. According to the Queensland Government (2004), “Higher-order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications...” In the Industrial Stage, students were often ‘given’ the information and expected to understand and apply the knowledge; this is the Lower Order Thinking (Bloom’s Revised Taxonomy 2010). The BCE Framework endeavours the Higher Order Thinking skills, by giving opportunities which students are advised to ANALYSE their information, EVALUATE their analysis on the information, and CREATE by applying their ideas and creative thinking (Blooms Revised Taxonomy 2010) At the same time, the BCE Framework provides these opportunities in a constructivist and engaging approach.

Within the BCE Framework, there are three important components in which the framework goes by. These are:

1. Comprehensive Thinking

2. Affiliated Thinking

3. Performance Thinking

With these three components, the framework should be understood quite simply and in-depth. The basic idea of Comprehensive Thinking, is that students are given the opportunity to apply Bloom’s Revised Taxonomy’s Higher Order Thinking Skills. This can be done by providing technological experiences in which the students have to then organise information, and report on the task, as well as designing their results and information in a creative, appealing way that has evidence of both planning and production. (Bloom’s Revised Taxonomy, 2010) An example of Comprehensive Thinking;

Year 7 students are given a topic of ‘Natural Disasters’. The children are to research the three types of natural disasters (cyclones, tsunami’s and earthquakes), and the possible threats that may adhere. They are to form a constructible knowledge-based presentation to inform and ‘teach’ other students in their class. Their teacher, Miss Hosking, has provided varieties of information types, to support all the learning abilities in her class and has briefly gone over the ideas of Wikis, Blogs, and PowerPoints and will thoroughly explain throughout this task to her students.

Analyse	Evaluate	Create
Students are given the option to which natural disaster they will explore throughout the unit. As a class, students first discuss what they may already know on the topics at hand, and the class creates their own ONLINE TEXTBOOK on Natural Disasters. Each student adds their ideas and information to the Wiki, as well as pictures and video clips they may have discovered as relevant to the topic.	Once the Wiki is complete, the students then evaluate and experiment the possessed information. They form their personal thoughts and conclusion of Natural Disasters by adding to the Group Blog they have personally made in prior learning experiences. Other students and other people commented on these thoughts, giving Miss Hosking’s students both confidence and positive feedback.	To present this form of understanding to the class, the students presented this in a number of ways. Some children designed their blogs as a very creative journal, others designed a website to promote their ideas, and some even went and created vodcasts and podcasts as part of their eLearning in the classroom. Students were then able to access each other’s presentation form, and apply comments and positive feedback.

This is just a general example of The BCE Framework in Action, using Higher Order Thinking in incorporating Bloom’s Revised Taxonomy (Bloom’s Revised Taxonomy, 2010)

Moving on to the second aspect of Affiliated Thinking. Within the BCE Framework, this will include the ideas and perspectives from the Constructivist Theory (Piaget, 1926) As Piaget states;

 "The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered."

Piaget (n.d)

Adhering to the BCE Framework, it follows just this. Opportunities of affiliated thinking gives children lenience to be involved in the learning experience, and ‘create’ our own means of knowledge by collaborating and communicating effectively with our peers. Some examples include; children CONSTRUCT their knowledge through insightful Wiki’s and Blog’s as well as creating possibly a Profile Wiki, to personalize the task, and relate to fellow peers. Group work is very involving and can arise many thoughts and ideas that only one person could not do alone. This is the purpose of Affiliated Thinking.

My personal favourite is the Performance Thinking aspect of the BCE Framework. The Performance Thinking aspect is adapted from the Learning Engagement Planning Framework (Kearsley & Schneiderman, 1999) The most important point of the performance thinking aspect, is that students are more engaged in their learning and being capable to participate in learning, rather than just listen to it. If students have a figuratively engaged approach to learning, they are more likely to restore and retain this knowledge and inevitably, be able to apply this knowledge where it is somewhat useful.

To conclude the BCE Learning Design Framework, I would say that all three framework attributions are linked into one another, forming a insightful understanding and an effective design framework. By applying this framework to your classroom and use the pedagogy effectively, your classroom will be more motivated, and appealed to the nature of what you are learning through, not just technology, but anything!

References:

            Anderson, L. (2010). Bloom's Taxonomy of Learning Domains - The Three Types of Learning. Retrieved 23 March 2011, from http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive.

Piaget, J.  (n.d.). Great-Quotes. Retrieved March 23, 2011, from http://www.great-quotes.com/quote/376269

            Kearsley, G. & Shneiderman, B. (1999). Engagement Theory:A framework for technology-based teaching and learning. Retrieved 23 March 2011, from http://home.sprynet.com/~gkearsley/engage.htm.

Piaget, J. (1926). Moodle Readings. FAHE11001 Managing eLearning, Retrieved 23 March, 2011, from http://moodle.cqu.edu.au/mod/wiki/view.php?id=156821

Queensland Government (2004). Higher Order Thinking. Retrieved 23 March, 2011, from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/intellect/int1a.html

The IDEALIST approach

Hi everyone, and welcome to week 4!!! I am definately exciting as we continue on through the course, and I am feeling much more confident than when I first began!!

As the Moodle Readings recommended, I did the "Keirsy Temperamant Test" in reltion to David Keirsy's Temperament Theory. After doing the 71 questions, my results came up as the 'Idealist' (NF). As I read through the report, it stated many things I was VERY familiar with myself, but I also saw an interesting fact as I read through.

I felt very satisfied when the results stated I was 'gifted at helping others find their way in life'. This gives me such a positive outlook on becoming an educator in the future, as I am always one helping people finding their way in life. I was even more satisfied when it mentioned that conflict upsets the idealist, and that may be shy if introverted.....THIS IS DEFINATELY ME!!!

The interesting and individualistic fact that I loved, was that only 15-20% of people are idealists. This makes me feel very important on my individual self and the potentials and "gifts" I may have. I have definately had a great connection with this theory!

Nikki.

Digital Tools Group 1 - Website Analysis

Well I have decided to created a Weebly website and can I say, what fun!! It is so interesting to discover! There are so many different tools and learning strategies in which we could incorporate into our classrooms!

I have developed a SWOT analysis on my website relating about pedagogically incorporating websites in classrooms. Please follow the link below to view my website, or read the following analysis on my blog.

http://nikkiselearning.weebly.com/

STRENGTHS

There are a number of strengths in incorporating a website into my eLearning class in a effecient pedagogic way. Having a website as a formative base of learning in a class room, would provide regular information for the children in your class and is a more visually appealing way of viewing and analysing information. Comparing to regular textbooks, children are able to view pictures, videos and animations and other tools to suit many styles of learning. As some children learn visually, it would be an advantage to view information and resources through videos and pictures rather than just writing from a text book.

WEAKNESSES

Although a website is a very creative way of establishing learning tecniques for a number of learning abilities, it does have some weaknesses in the idea. Unlike Wiki's, websites are created by usually one author and information cannot be added or edited, which some times, can be advantageous, although, I feel this doesn't effectively support learning to it's full extent. Students in your classroom aren't able to view others perceptions on topics, nor devlop an enriching understanding of the topic. Children are also not able to collaborate with other peers and contribute valuable information according to each other's schema; life
experiences and the past.

OPPORTUNITIES

As for the website, we could have the opportunity to create a specific area on the website where we can incorporate a Wiki or Blog into the site. This would then have the extensive potential for children to develop on their constructive knowledge, and learn through reasoning and analysis. With the wiki, children would be enabled to edit information and add certain ideas they feel could contribute to the 'online textbook' A group blog incorporated into the website would also be an advantage, as children can regularly add there thoughts on class topics and any interesting resources they may have discovered.

THREATS

Possible threats to having a website as an eLearning tool, is that of safety, and ethical issues. Websites all over the world are hacked and unnappropriate use are inhabited into these sites. To protect your information and children in your classroom, ensure you include passwords and locks where possible. Photographs of the children shouldn't be published without both parents and children's permission. Also ensure that all children are to be taught that everywhere they get information off the internet, originallly comes from another source. So it is important to recognise these people and sources for the information and reference all information and pictures.

 In conclusion, I feel websites would be the most effective BASE learning tool online. As the website can contain and acquire links to both a Wiki and a Blog. Having a website in learning, has the ability to construct a creative way of establishing content knowledge. Having effective tools such as blogs and wikis linked to the page is furthermore, a way of learners to 'reach out' and become further engaged in their learning.

References:

Moodle Course Readings (2011). What are the Roles of I.C.T in Education. CQU Moodle. Online Course FAHE11001 Managing e-Learning. Retrieved from http://moodle.cqu.edu.au/mod/resource/view.php?id=156943