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