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

Wiki Link

I have analysed Wiki and what I feel its impact on learning is in a creative pedagogic classroom. To view my brief reflection on Wiki's please click the following link in order to visit my wiki page. Feel free to add your perceptions on here in this P.M.I chart. It will be interesting to see what we come up with :-)

http://nikki-e-learning.wikispaces.com/

Cheers, Nikki.

Learning Brief Conclusion Week 3

Learning Brief Reflection

Week 3

To summarise the last three weeks I would say I learnt both interesting and useful I.C.T tools to incorporate into the classroom, and how they would be effective for e-Learning pedagogy. Being given weekly tasks to complete, I found was very time-consuming, yet worth it all at the same time. Understanding technology and it’s tools isn’t as simple as being told what to do, but creating and constructing the knowledge for ourselves, Piaget (1926) (i). I feel, this is why we were put into the ‘deep end’ with this assignment- to construct our own knowledge and learning by understanding our thinking and how we explore as Learning Managers. This following conclusion will summarise the importance in these digital tools, as well as their learning implements within the pedagogy of e-Learning.

Over all, I feel the tasks we were given were all sufficient in providing exceptional pedagogy, some had excellent positives and some held some negatives. Although, I explored into methods and ways to help prevent some of the negative points I had recognised in the context of the digital tools, to control the way it is incorporated into my future classroom.

I found that the first Wiki activity was an experience in which was a ‘simple step’ to accumulate understanding for the future Wiki activities. We first created our own profile, which assisted us and other students in understanding the first step to the constructivist theory- past experiences. (ii) At the time, not all of us were aware of what learning we were constructing, we thought simply of creating a profile of ourselves to show others our personalities.

As we progressed through the weeks of activities, following with the Learning Theories Wiki and the Mobile Phones Wiki, I started to form an understanding about what all of this ‘tech stuff’ was about. We were creating and understanding our learning, as well as forming reciprocal relationships and understandings with peers. To me, it wasn’t necessarily the ‘content’ I was extremely interested in, it was the method in how we were learning. Using the P.M.I style in groups to collaborate and share thoughts and ideas, using de Bono’s six thinking hats to form views and perspectives on the information and personal past experiences (ii), as well as the Profile Wiki, to understand and connect to other students.

I feel having all three of these experiences in a class room would benefit both the student and the Learning Manager. The connection and relationship between both peer and teacher could increase dramatically, as not all children are confident enough to ‘face to face’ conversations with educators, therefore e-Learning comes into place. Through doing the activities myself, I felt more comfortable and had a more open mind about topics, rather being felt I was under pressure. This would indeed impact on a lot of children and their comfort zones.

It is also vital to teach and inform children of the Legal and Ethical Guidelines of creating wikis, blogs, websites, and any other form of online information. Children need to be aware that someone worked hard for the information they had researched for, and it is important to recognise this throughout their work. Also, teaching children to be safe and cautious about giving out certain information is an important factor to consider when being on the internet. 'Facebook' and 'Myspace' are networks in which provide accessive personal information, and it is important to encourage children to steer away from providing and sharing unecesarry and irrelevant information. (iv)


Connectivism and constructivism are the vital component theories in which these activities follow. Students are required to communicate through technology, as well as collaborate ideas and thoughts on particular topics, forming their own ‘knowledge’. This process is known as 'higher order thinking', according to Bloom's Revised Taxonomy. (v)


Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).” (iii)

I find the above comments are very interesting and extremely relative to constructivism in e-Learning as well as the art of teaching. Being a Learning Manager in the future will require extensive learning strategies to provide for the digital natives in Generation Z, and e-Learning tools such as these, will be most valuable to their learning, and learning of others.


References:

(i) Atherton, J.S., (2011) Learning and Teaching; Piaget's developmental theory. Retrieved 15 March 2011 from http://www.learningandteaching.info/learning/piaget.htm

(ii)  Chen, I. (2007) Cognitive Constructivist Theories. Retrieved from http://viking.coe.uh.edu/~ichen/ebook/et-it/cognitiv.htm

(iii)  Stephenson, K., Internal Communication, no. 36, What Knowledge Tears Apart, Networks Make Whole.Retrieved from  http://www.netform.com/html/icf.pdf


(iv) Legal, safe and Ethical Practice, Readings- CQU Moodle (2011) FAHE11001 Managing e-Learning. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17115


(v) Education Queensland - Kurwongbah State School (2010) Bloom's Revised Taxonomy. Retrieved from http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

Mobile Phones Wiki Reflection

Mobile Phones Wiki

Reflection

Participating in the Mobile Phones Wiki was very advantageous for me and opened my mind up to a different, innovative way of thinking and learning. Using De Bono’s Thinking Hats was a very understanding and simple, yet insightful process of gathering and analysing various views and perspectives on information. I found that using the coloured signified hats gave a little more ‘creativeness’ to the concept of reflection, and was a very precise way of congregating aspects of the topic—Mobile phones in education. Using De Bono’s Thinking Hats assisted me effectively, as I was observing other students contributions and shared ideas to the Wiki, and this was important for me to build constructive knowledge on the topic based on other’s perspectives.

This exercise is excellent for scaffolding information, as we were independently doing the activity, yet working together to form an ‘understanding’ of the topic. As students, we all come from different backgrounds and upbringings, as well as different generations. We all have varying declarative knowledge (DK) based on our schemas- current state of mind. (i)  This means we are absorbing and creating understanding from students of all different views, making this a very meaningful and broad vision on mobile phones in education.

I feel that De Bono’s Thinking Hats method definitely has high potential in classrooms. As Kurwongbuh State School’s website states; “Edward de Bono has done more for the way we think about thinking than anyone else in the world.” (ii) This phrase basically sums up the idea of de Bono’s hats and the advantage it holds amongst our students. Students are able to effectively exhibit their thoughts, as well as compare and analyse information, that they may not have ever thought of. Having the concepts of each hat, gives the students a flair of creativity to the activity and may encourage further participation and ease of understanding.

As a digital tool, I find that De Bono’s hats in a Wiki is an exceptional pedagogy of eLearning. Children are developing and constructing their own knowledge not by using just the thinking method, but using the most innovative tool of the Wiki – editing. Having the ability to edit, add and delete information will encourage students to develop a very knowledgeable, insightful information page with views from every students perspective.

I feel that the Mobile Phones Wiki and de Bono’s Six Thinking Hats has both constructivist and cognitivist theories, Piaget (1926). Piaget believes that knowledge cannot be simply ‘handed’ over, knowledge is a process of thinking, reflecting and analysing the construct of the knowledge. (i) Social skills are enhanced in this experience, as children are often communicating and elaborating with others about the information posted on the wiki. Some may be positive and acceptance of feedback, some also may be negative. The idea of this is to overcome that, and focus more on constructing knowledge and showing the formation of thinking linked to past experiences, rather than showing who knows more on the content. Therefore, I find that this activity definitely supports a diverse range of learning styles, but not necessarily all.

References:

 (i) Chen, I. (2007) Cognitive Constructivist Theories. Retrieved from: http://viking.coe.uh.edu/~ichen/ebook/et-it/cognitiv.htm

(ii) Education Queensland, Kurwongbah State School. Edward de Bono’s Six Thinking Hats. Retrieved from http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htm

Learning Theories Wiki Reflection

Learning Theories Wiki

Reflection

I had great confidence in participating in the Learning Theories Wiki, due to basic prior knowledge on the topic. Although, I admit I had never looked so in depth into Learning Theorists, nor efficiently understood their individual views and aspects of ‘the way children learn.’ Doing the P.M.I for the Learning Theories was both advantageous and collaboratively enjoyable for me, as it was a way to understand a deeper insight into the theory. Being able to communicate and discuss ideas and views with my two partners about Howard Gardner’s M.I. Theory, opened us all up to a range of perspectives on the theory, and discovering as a team, the positive, negative and interesting points on Howard Gardner. Looking at other team’s P.M.I’s on other theorists was a great overview into the different styles and perspectives of theories from different students as future Learning Managers.

I feel that the Learning Theories has both positive and effective potential amongst Learning Managers and educators, as well as the student’s perspective. For higher years of primary schooling, the information could be abridged, for their understanding capabilities. The student’s could then identify particular aspects and views on theorists according to their analysis on ‘how we learn.’ Grouping and collaborating amongst each other will give children confidence in further understanding into insightful information, and experiencing P.M.I is a process in which a lot of children could benefit from, both academically and personally. The P.M.I has the potential to ‘Extend and Refine Knowledge’ as students are reasoning, comparing and analysing information with each other and their perspectives. (i)

I feel that the pedagogy for this I.C.T tool has both effective and non-effective aspects to it. Using a socially creative context in collaborative learning through I.C.T is an exciting and very understanding learning tool for a lot of students. Although, some students are not always from Digital Native backgrounds, even if they are from Generation Z, so it is important to recognise this in the classroom and use valuable eLearning pedagogy to form their understanding of this. I feel that the students from non- digital native backgrounds could benefit just as well by creating a Mind-Map about each of the theories. Tony Buzan (2007) explains that mind-mapping is both a creative and effective way of opening the mind to new ideas and perspectives. (ii) I feel for the children not comfortable with using the P.M.I, this would be highly effective in learning, still through I.C.T and socially collaborating with other students, but at a more undemanding level.

I feel that Constructivism is a very important foundation in the Learning Theories Wiki, as it is a process of constructing knowledge. As students, we are scaffolding and mediating the learning process, as we are exposed to insightful questioning as well as acquiration and analysis of data. (iii) We are using social abilities to collaborate past and present experiences with each other, forming perspectives on the topic. This then defines learning as a ‘connection between the known and the new.’  Piaget (1926) (iv)

The Learning Theories Wiki isn’t an efficiently diverse I.C.T tool design, as it doesn’t comprise for all learners and their learning abilities. As stated before, constructivism plays a very vital role in the learning theories wiki, as this involves critical analysis through social constructive knowledge. For some children who do not feel comfortable sharing their views and perspectives on topics, this would not necessarily be an efficient way of learning. According to Gardner’s M.I. theory, this exercise would relate more to an ‘Interpersonal’ personality rather than an ‘Intrapersonal’ personality. (v) This is because understanding and acceptance of others perspectives due to their previous experiences and circumstances is the focal aspect of the Learning Theories Wiki.

References:

(i)  Marzano. R. J., & Pickering, D.J. (2009). Dimensions of Learning (2^nd ed.).  Moorabbin, VIC:  Hawker Brownlow Education

(ii)  iMindMap. (2007). Maximise the Power of your brain: Tony Buzan mind mapping  [Video File]. Retrieved from  http://www.youtube.com/watch?v=MlabrWv25qQ

(iii)  Webb, I. (2008). ICT and Constructing Knowledge. Retrieved from http://www.educ.utas.edu.au/users/ilwebb/Research/constructing_knowledge.htm

(iv)  Ambrosetti, A. (2011). Learning Management 1- Topic 2- Week 2. Pg. 14 [PowerPoint slides] Retrieved from CQUniversity e-courses, EDED11353 Learning Management 1, http://moodle.cqu.edu.au/course/view.php?id=17508

(v)   Smith, M.K. (2008). Howard Gardner, multiple intelligences and education. Retrieved from CQUniversity e-courses, FAHE11001 Managing e-Learning, http://www.infed.org/thinkers/gardner.htm

Profile Wiki Reflection

Profile Wiki Reflection



I found the Profile Wiki was a fantastic ICT tool to establish and discover every student’s perceptions on themselves and was proficient in the relating aspect amongst us, as students. It was also interesting to see the differences in student’s lives—and amazing how us, as future Learning Managers come from all different backgrounds and experiences!


Having experienced the Profile Wiki myself, and with other students, it promoted me to use the potential of this in my own classroom. I think it is a great learning tool to incorporate with the children, in getting to know one another, and understanding the diversity in which we all live. Students are able to connect with each other, in both similarities and family cultures and lifestyles. The students are then able to progress and learn further in digital technology and ICT tools, with the familiarisation with their peers and their learning styles and capabilities.


In regards to supporting student’s learning, I feel that the Profile Wiki is an exceptional pedagogy for aspects of eLearning, as children are able to discover each other and their similarities. This uses obvious social abilities to interact with students, as well as incorporating other important skills in other learning areas. I do feel though, that the Profile Wiki allowing anyone to edit information, could be a problem to the tool. Students may take advantage of this in the wrong way- relating to cyber bullying. Although, I think a stable monitoring system would be proficient to view student’s actions on the Profile Wiki, and hopefully be preventative.

Constructivism is a “philosophy of learning that reflects on our experiences in which we construct our understandings.” (i) I believe that the Profile Wiki has assisted us in constructing our varying views, as we are forming reciprocal relationships with each other. With this, we are constructing ideas and knowledge on each other’s persona, whilst being ‘actively involved in our own learning’ (ii)

I feel that the Profile Wiki has some aspects of cognitivism within its context. “Focusing on inner mental thinking-opening the ‘black box’ of the human mind, and transferring into retaining memory” (iii) The Profile Wiki did this for me, by using ICT to establish both my thinking and relative connections with other students.

Skinner (1950) states that “...Changes in behaviour is the response of the individual in result of events that occur in their environment..”(iv) As for the Profile Wiki, I believe that behaviourism isn’t very much a factor of learning. The Profile Wiki is a set description on one’s self—and you can’t always change your personality overnight, therefore, there are no evident ‘changes’ in behaviour. I feel that behaviourism would come more into fact if we, were adding regular information on our thoughts-- a lot more like a Blog Journal.

I found that connectivism had a very strong approach of learning in the Profile Wiki. After viewing the video clip Networked Student, I understood that connectivism is “A form of learning through social network with many diverse connections and ties.” (v) The Profile Wiki is definitely a fantastic form of connectivism, as us, as students are connecting with each other in understanding our diverse lives and personalities. We are then making connections with other students, which then further ‘strengthened’ our learning process. (v)

I feel that the Profile Wiki definitely provided a wide, diverse range of learning amongst us eLearning students, and would do so in any classroom. Having researched the four theories listed, constructivism and behaviourism appear to be the strongest learning tools in the Profile Wiki. We were constantly using a socially constructing way of learning in which was open ended and accepting of all thoughts and contributions of ideas. This makes us become ‘involved in learning.’ – “Tell me, I will forget. Show me, I may remember. Involve me and I will understand.” (vi)


References:

(i)  Funderstanding Database (2008). Learning Content Theories- Constructivism. Retrieved  March 11^th, 2011 from http://www.funderstanding.com/content/constructivism

(ii)  Caron Egle. (2004). A Practical Guide to Working with Children. Croyden, Vic: Tertiary Press, Australia.

(iii) Learning Theories Knowledgebase (2011, March). Cognitivism at Learning-Theories.com. Retrieved March 11th, 2011 from http://www.learning-theories.com/cognitivism.html

(iv)  Atherton J.S. (2011) Learning and Teaching; Behaviourism. Retrieved 11^th March, 2011 from http://www.learningandteaching.info/learning/behaviour.htm

(v)  Wendy Drexler (2008, Nov) The Networked Student [Video File]. Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA

(vi)  Angelina Ambrosetti (2011). Topic 2 (week 2) PowerPoint [PowerPoint slides]. Slide 2 Quote- Native American Proverb. Retrieved from CQUniversity e-courses, EDED11353 Learning Management 1, http://moodle.cqu.edu.au/course/view.php?id=17508

Bloom's Revised Taxonomy SLIDE SHOW!

Hi guys,
I found that this slide show on Bloom's Revised Taxonomy was very helpful indeed. It was the thing that made me go.. "Ohh.. so that's how to do it!!" Hope it does for you guys too! Here is the link:

http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm


Then once on the website, click on: Bloom's Revised Taxonomy PowerPoint Presentation

Hope is help to you all :-)

Cheers, Nikki x

MOBILE PHONES IN EDUCATION!!

THIS VIDEO IS VERY HELPFUL!!!!!
UPLOADED FOR YOU ALL.....PLEASE WATCH :-)

Mobile Phones In Education - Constructive Not Deconstructive!

View more webinars from satonner

Reference: Sharon Tonner, "Mobile Phones in Education- Constructive, Not Destructive!" (2007), http://www.slideshare.net/satonner/mobile-phones-in-education-constructive-not-deconstructive-124979

Cheers,

Nikki xx

INQUIRY LEARNING MODEL

I really enjoyed this clip and found it very informatic. It is on our readings under DIGITAL PEDAGOGY. I have used the inquiry learning model in child care centres and kindergartens as well-- although we called it "Enquiry-based-learning". I thought I would share it with everyone :-)

Cheers, Nikki.

Reflection on My Digital Pedagogy

View more presentations from S. Hendy

Video clip reference:
http://www.slideshare.net/shend5/reflection-on-my-digital-pedagogy?from=share_email

Last thoughts on Week One's Activities

It was very interesting the last Youtube Clip that involved the pictures, and spoke about RSS, wikis and blogs. I love the idea that with this course of E-Learning, we will not only be a Learning Manager to the children, but also a Learning Architect, Network Sherpa, Modeler, Change Agent, and plenty more. I absolutely loved these terms on the video!! Siemens ideas are exceptional to our 21st century E-Learners, as they are able to construct their own knowledge with these Digital Technology based learnings, as well as getting ideas off of other children and other sources using popular technology, ie. iPods. (1)

Also, the idea of 'Mind Mapping' that Tony Buzan has written and created, is absolutely excellent. Reflecting what goes on in the mind in a visual, external way is a very creative and innovative way to come to new ideas and explorations. I will be definately be incorporating this into my classroom, because the children can feel more 'connected' to their own personal constructive and cognitive learning and an intriguing way of learning. (2)

In my classroom, I definately think I would teach my students to create a Blog, and show them other sources of information, rather than just a website or a text book. Most children these days have iPods, and I would show them specific applications to enter and research the topic themselves. I personally feel that some children respond really well to constructing and creating their own knowledge, as they aren't just being told facts, but exploring and discovering them for themselves in our 21st Century Digital Technology. (1)


References:

(1) http://www.youtube.com/watch?v=XwM4ieFOotA&feature=player_embedded

(2) http://www.youtube.com/watch?v=MlabrWv25qQ&feature=player_embedded

21st Century Learners

My belief and understanding of todays, 21st Century Learners, is that they need and seek out more engaging and up-to-date learning in schools. Prensky divides people into two sectors, being Digital Natives and Digital Immigrants. Our future learners will be mostly be Digital Natives, as they are keeping up with the always new and exciting technology that arises, as well as what their friends/family are using.

Learning through Technology and Digitally is very important for our generation of children, as some are being accused of having things such as ADHD, simply because they will not 'pay attention' in class. I think this is silly, as it is obviously a very un-engaging class and the student feels there is nothing important to learn. This is where you need to think about the child's style of learning, adapt it into your teaching strategies, and furthermore, incorporate it into Digital Technology-- as this is always growing and has various interesting factors. Not just send them to a doctor as you are concerned they may have ADHD. (1)

The term 'Engage me or Enrage me' I actually find very true, as I have several younger cousins and siblings in that all differ in their learning 'abilities'. One of my cousins is very, very active and loves to do things all the time. He is currently in year 3. His teacher would often explain to his mother, "Look, Corbyn just isn't listening in class, and is getting distracted by all sorts of things, how much T.V is he watching at home? He is telling me he would like to watch Mr.Minit to learn to make things? What is Mister Minit?"---- Don't you see?!!! She obviously hasn't taken the time to understand how he learns, and obviously is a Digital Immigrant is she doesn't see any form of Digital Technology a learning tool. (2)

I cannot wait to be a Learning Manager in the future, all of this will change!!!

References:

(1) http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

(2) http://net.educause.edu/ir/library/pdf/erm0553.pdf

Felder and Soloman Learning Style Quiz

I also took the quiz on Felder and Soloman Learning Style. I was interested to see the results, as I personally didn't know which style I was:

  Results for: Nikki-Lee Rose Hosking


      ACT          X                                        REF
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEN                              X                    INT
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      VIS          X                                        VRB
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEQ                  X                                GLO
           11  9   7   5   3   1   1   3   5   7   9   11

Active to Reflective: -- I scored a 7 (to the side of Active), showing that I am more of an active, hands on learner than a reflective learner. This also shows on Gardners 'Multiple Intelligence' Quiz that I am a Kinaestetic Learner (Hands On).

Sensory to Intuitive: -- I scored a 1 (to the side of Intuitive). This shows that I am quite even when it comes to exploration of my own ideas, as well as being told facts about things. I find this very true as I feel I work both ways, depending on situations.

Visual to Verbal: -- I scored a 7 (to the side of Visual). This shows that I am more of a visual learner than a verbal learner. I relate to this 100%, as I am always studying things my pictures, remembering things visually and tend not to really understand if someone is simply talking about something!

Sequential to Global: -- I scored a '4' (to the side of Sequential). This shows that I learn and do things step by step to understand them, and get the big picture. Although I do recall in previous times of my life, very occasionally, it took me a while to understand things, then suddenly it just 'came' to me! I am very much more of a sequential learner now that I am older, as I find it a lot easier to learn and take in things doing it step by step.
(1)

ACTIVITIES:

My learning style is definately Visual-Active, as these are the two things I strongly believe and know how I learn. Doing both the Multiple Intelligences and Felder and Somoman Quizes also show these results. I would definately suit learning doing practical activities in the classroom, and remembering them by taking photographs or recording in graphs, etc.

To support the range of learning styles in the classroom, I could possibly offer the same sector and subject of learning, but in different styles. For example, if we were learning about the Life Circles of an animal, I would offer it in different styles for the children to select from. I would offer it in a VISUAL form-- A graph describing the cycle, an ACTIVE form-- by giving the children materials or models and creating the graph hand on, or even creating their own actual life cycle (bring tadpoles into the classroom). I would do it in VERBAL form-- explaining to the children about how the life cycle works, what occurs. I would also show both SEQUENTIAL and GLOBAL form-- by showing the children either step by step into what happens and why, or showing them as a whole what happens in a cycle. I may explain to the SENSORY children and they would like to be told about the life cycle, where INTUITIVE children may want to research it themselves on the internet. I would have options for all children to understand the subject :-)

With my current knowledge of ICT, I would be able to design a range of activities, powerpoints, readings of informations, quizes and research tools for the children to understand a subject in their own personal learning style. Giving the children access to digital technologies (such as cameras, video cameras, computers, music) will open the children up to their learning and give them another form of learning style.

At the start of the school year, I would do a test, incoporated by several theories, to ensure I understand the learning of each child, and it will be a better understanding for me, as a Learning Manager, to organise experiences and studies for the children. I would ask questions like; "When you get lost, how do you remember your way back? By looking at street names, and building names? Or by certain buildings, trees?" This would identify the Visual and Verbal learner.

ICT is exceptional for supporting various learning styles. Interactive White Boards is a great example of this, as this Innovative Technology displays to the children a visual context to learning, as well as several activities for active learners, exploration and discovery activities for Intuitive learners and much more. Cameras, audio tapes and the internet are few of the many ICT styles that can support all learners due to its variety of ways of doing things.

(2)

References

(1) https://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/felder.html

(2) http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html 

Multiple Intelligences Quiz!

I did the multiple intelligences quiz!
Turns out I am a Kinaesthetic Learner, just as I thought!

(1)

I think I will work on improving other areas of learning intelligences and styles, so that I am aware of the varieties I can teach children. Although personally, I think it is important to stick with my style of learning, as this is how I learn myself, and will be very confident in teaching children in this learning style.

References:

(1) http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm


Cheers,
Nikki.

My first ever Blog post!!!