Pluses
The usage of web2.0 tool is on the increase as they are accessible, easy to navigate, provides a friendly social environment for global learners; the users are in control of the data, enhances and creates opportunities for collaboration. Many applications are free.
Minuses
It promotes amateurishness by invaluable contents generated by users, information has not always been edited or proven, historical information or data bases may not be available, connection and download time may be very slow. Information can be accessed by unwanted people, stealing of information, online bullying.
Wednesday, August 18, 2010
Reflective synopsis of technologies investigated
For the past few weeks I have been exposed to several diverse types of digital technology and have experienced firsthand the frustrations and joys of using information and communication (ICT) tools of the 21st century. At first the introduction of so many digital technologies and pedagogical frameworks in such a short time made me feel anxious and very much the digital immigrant. On the one hand I wondered whether I would ever grasp the fundamental value of these tools and on the other hand I started acknowledging the benefits of incorporating technology in the classroom. Piaget and Vygotsky believed that people construct schemes through social, mental and physical experiences; so technology has the potential to expand the range of our experiences (Snowman et al., 2009, p. 50).
Reflecting back over this earlier period I realise these technologies are not the platforms for teaching but the tools to enhance the learning process. Nichols (as cited in Lynch and Knight, 2010, p. 7) suggests that in the 21st century new ways of delivering education will be developed that will transcend the borders of traditional education systems. Choosing the correct tools can actively engage students in the classroom and boost assessment techniques, which would help students become more involved in their own learning. This instils the principals of lifelong learning, an important phenomenon in our dynamic climate. Students need to be involved in their learning, make choices and find learning meaningful. According to Smith and Lynch (2007, p. 76), as learning managers we need to be sure that the students are enjoying worthwhile learning, that various activities and topics were rank ordered according to their importance and that students were achieving intended outcomes.
I have decided to use the Engagement theory by Kearsley and Shneiderman (1999) and the learning management process. The Engagement theory is a model for technology-based environments where the principle is that the students must be engaged in their course work for effective learning to occur. Here an emphasis is on collaborative learning, which is project based and the learning is meaningful outside of the classroom. There are three principles in this theory: relate, create and donate. Relate includes students working in collaboration in teams, supporting and encouraging one another by socialising, clarifying and verbalising problems and then facilitating and testing solutions. Create makes learning meaningful; it is here where students apply their own ideas, and manage their learning. ICT is used extensively as the students make choices of what works to solve their problems. This focus is very different to the past where traditionally students were limited to pen, paper and text books. Donate looks at whether the project has a purpose and who receives the end product. The students are developing a higher order of thinking in preparing them for the workplace. While completing their tasks the students have developed skills that will motivate them to continue learning. Lifelong learning is essential to meet the needs of the 21st century.
On reflection I have coupled this with the Learning Management process, as learning is a journey and we need to follow through the Eight Learning Management Questions (8 LMQs) of Smith and Lynch (2007) together with the Dimensions of learning (DoL) of Marzano and Pickering (1997) to scaffold student learning. It is essential to know the learner and design strategies for learning to take place and to determine which resources (including ICT’s) will be available to assist the student in making learning meaningful and reliable and prepare them in the best possible way for the future as recommended by Lynch, Smith and Doe (2007, p. 81).
For the purpose of this assessment students have had to test the following ICT’s: blogs, wikis, websites, PowerPoint, Prezi, Learning Management Systems (LMS), images, podcasting, digital video, voki, animations and simulations and Google maps and earth. The purpose of this was to determine which of these tools would be effective in the classroom in engaging students as well as in enhancing their learning and instilling the principles of lifelong learning.
The very first tool we were exposed to was the formidable blog. Blogs link directly to Engagement theory, allowing for the three principles – relate, create and donate. The blog allows the student to manage interaction with their peers and lecturers. They own the blog and are able to put up postings relating to their learning. Blogs were in date order and easy to follow. Fellow students may read and comment on these. The tool is versatile and changeable. Generally the tool is simple to set up. Wikis and websites were also explored in this context and by comparison the two are very similar; I found it useful researching information and putting this on the blog, and visiting students’ comments were easy to sight. I used the wiki as a site containing references to tips on using the tools, or new tools to explore which facilitate the proposed tools. The Mackay students also had a wiki co-ordinating their groups and activities for the week. These are excellent resources for teachers and create an interesting method of evaluating assessments.
It is essential to have an understanding of the students to connect with them. We were all requested to use mindmaps to record our individual learning styles. This is allows the learning manager to quickly preview the students profiles and is then very useful information when designing classroom activites.
PowerPoint and images are my favourite tools not only in presenting information to the class, but also in assessing students’ work as it appeals to most learning styles. My nursing students present a PowerPoint for their mental health component either in class or via a video link. I find the basic components simple to navigate, but with experience and a little creativity you can easily develop very informative power points. These can be delivered face to face or to flex students via the net. Prezi is a similar tool but I found this more difficult to use. I think it is more useful in teaching younger students as Prezi is a zooming storytelling and presentation tool that helps you create visuals for your thoughts. It would be useful in introducing a topic that the children need to write a story on: for example, dinosaurs. The author can create a small dinosaur growing into a huge one and distort the writing the same way. It really gets the point across and helps the students develop ideas of these huge prehistoric creatures. I used picresize.com to alter the effects of my pictures used in the slides.
LMS are software applications used to manage training or educational programs. They are accessible online and create opportunities to pass valuable learning material to students and also to allow students to work online in collaboration. As a flex student I have found this essential and necessary to use and this is the only way I communicate with fellow students. It is available twenty four / seven and this suits my learning needs. Information is presented in a variety of methods and can be revisited at any time.
Podcasting and digital videos suit most learning styles and especially audio and visual. The choice of music is important and should appeal to the learner’s age group and suit the visual input. It can be dramatic and emotional for the viewer. I included a you-tube clip in my communication power point to convey the impact of nurses too busy to communicate with their patients. The music is nostalgic and moving, and makes the learner aware of how the patient feels. Digital videos have several effects that may enhance pictures. I think they could be used in assessing students and enable the teacher to possibly break away from traditional methods. Reflecting back to my childhood, I would have loved to have been able to use some of these at school instead of rote learning and writing. Researching and creating your own work and presenting it with technology are far more appealing and exciting. The learner derives some satisfaction from these tools.
Animation and simulation appeal to almost every one. I had fun working with Voki and assisted several students with theirs. They are so versatile; I enjoy using them to introduce a new topic to the class. They can also be used to discuss an area that students are struggling with or to cue students. My daughter (aged eleven) helped me sign up for voki. We then chose and dressed some characters. It was nice getting her opinion and discovering what a younger person would like from a voki.
Gizmos are examples of modular interactive simulations which are effective applications used to facilitate data collection and analysis. They enhance scientific understanding. I found them more useful in teaching maths and science. Gizmos encourage students to explore and research by simulation. An example I looked at included growing plants with science and technology. The students could apply fertilizer (of various compositions), water and sunlight and watch how these affect the plants’ growth.
Google Earth is a wonderful tool for teachers and students. It helps the students have visual tours around the globe. You are able to zoom in and observe places closely. I was amazed to see that you can apply this tool to maths, geology, science, global awareness, history, humanities, literature, physics and climatology.
Google Earth for educators is a useful site for teachers. It has some resources already developed and ready to use. Teachers may use them or gain some ideas on using this tool to enhance the learning environment.
I have been watching some of the videos we have been referred to through Moodle, and it is interesting to see how we are using ICT in remote areas to engage the Aboriginal children. Every effort is been made to have the children attend school. There is a bus service run by the elders and they drive the children to school. Signs are up in the local shop advertising that children will not be served during school hours. ICT is also been used to record stories using Storyboard, so that the future generations have information to reflect back on. Elders get together to assist in producing these.
It is important for learning managers to be aware of the available technology and to be familiar with using it. For learning to be successful and meaningful it should be used in conjunction with the pedagogical theories and pedagogical platforms that engage students. The focus should not be on the digital tools, but how they should be embedded into the curriculum and this will meet the needs of the knowledge-based society and prepare students for lifelong learning.
View comments made to my blog at:
http://www.blogger.com/comment-published.g?blogID=5947604559038451307
http://s0197188.blogspot.com/2010/08/creating-hyperlinks.html#comments
http://s0197188.blogspot.com/2010/08/talking-characters-by-vokicom.html#comments
http://s0197188.blogspot.com/2010/07/great-new-tool.html?showComment=1279972683908#c9046511805644440245
http://s0197188.blogspot.com/2010/08/gizmos-modular-interactive-simulations.html
http://s0197188.blogspot.com/2010/08/talking-birds.html
View comments I have made to other blogs at :
http://s0197188.blogspot.com/2010/08/talking-characters-by-vokicom.html#comments
http://s0197188.blogspot.com/2010/07/great-new-tool.html?showComment=1279972683908#c9046511805644440245
http://judij-e-learning.blogspot.com/2010/07/week-2.html
http://evadodds.blogspot.com/2010/08/creating-my-own-podcast.html#comment-form
http://torisutherlandcqu.blogspot.com/2010/07/wikispaces.html
http://catherineselearningjourney.blogspot.com/2010/07/blog-reflection.html#comments
http://barrywastie.blogspot.com/2010/07/hello.html
http://barrywastie.blogspot.com/2010/08/podcast.html#comments
http://barrywastie.blogspot.com/2010/08/power-points.html
References
Kearsley, G., & Shneiderman, B. (1999). Engagement theory. A framework for technology-
based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Lynch, D., & Knight, B. A. (2010). The theory and practice of learning management. In K.
Nichols (Ed.), Understanding the links between learning and instructional design (pp. 7–14). Frenchs Forest, NSW: Pearson Australia.
Lynch, D., Smith, R., & Doe, T. (2007). The design and execution of learning experiences:
The learning experience plan and unit of work. In R. Smith, D. Lynch, & B.A. Knight (Eds.), Learning management. The design and execution of learning experiences: the learning management plan (pp. 75-105): Frenchs Forest, NSW: Pearson Australia.
Marzano, R.J., Pickering, D.J., Redondo, D.E., Blackburn, G.J., Brandt, R.S., Moffett, C.A.,
… Whisler, J.S. (1997). Dimensions of learning. Denver, CO: McREL United States of America.
Smith, R., & Lynch, D. (2006). The rise of the learning manager: Changing teacher education. Frenchs Forest, NSW: Pearson Australia.
Smith, R., Lynch, D., & Knight, B.A. (2007). Learning management. In D. Lynch, R. Smith,
& T. Doe (Eds.), The design and execution of learning experiences: the learning management plan (pp. 75-105). Frenchs Forest, NSW: Pearson Australia.
Smith, R., Lynch, D., & Knight, B.A. (2007). Learning management. In D. Lynch, T. Doe, & R.
Smith (Eds.), The design and execution of learning experiences: the learning experience plan and the unit of work (pp. 106-137). Frenchs Forest, NSW: Pearson Australia.
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B., & Biehler, R. (2009). Psychology
applied to teaching. Milton, Qld: John Wiley and Sons.
Reflecting back over this earlier period I realise these technologies are not the platforms for teaching but the tools to enhance the learning process. Nichols (as cited in Lynch and Knight, 2010, p. 7) suggests that in the 21st century new ways of delivering education will be developed that will transcend the borders of traditional education systems. Choosing the correct tools can actively engage students in the classroom and boost assessment techniques, which would help students become more involved in their own learning. This instils the principals of lifelong learning, an important phenomenon in our dynamic climate. Students need to be involved in their learning, make choices and find learning meaningful. According to Smith and Lynch (2007, p. 76), as learning managers we need to be sure that the students are enjoying worthwhile learning, that various activities and topics were rank ordered according to their importance and that students were achieving intended outcomes.
I have decided to use the Engagement theory by Kearsley and Shneiderman (1999) and the learning management process. The Engagement theory is a model for technology-based environments where the principle is that the students must be engaged in their course work for effective learning to occur. Here an emphasis is on collaborative learning, which is project based and the learning is meaningful outside of the classroom. There are three principles in this theory: relate, create and donate. Relate includes students working in collaboration in teams, supporting and encouraging one another by socialising, clarifying and verbalising problems and then facilitating and testing solutions. Create makes learning meaningful; it is here where students apply their own ideas, and manage their learning. ICT is used extensively as the students make choices of what works to solve their problems. This focus is very different to the past where traditionally students were limited to pen, paper and text books. Donate looks at whether the project has a purpose and who receives the end product. The students are developing a higher order of thinking in preparing them for the workplace. While completing their tasks the students have developed skills that will motivate them to continue learning. Lifelong learning is essential to meet the needs of the 21st century.
On reflection I have coupled this with the Learning Management process, as learning is a journey and we need to follow through the Eight Learning Management Questions (8 LMQs) of Smith and Lynch (2007) together with the Dimensions of learning (DoL) of Marzano and Pickering (1997) to scaffold student learning. It is essential to know the learner and design strategies for learning to take place and to determine which resources (including ICT’s) will be available to assist the student in making learning meaningful and reliable and prepare them in the best possible way for the future as recommended by Lynch, Smith and Doe (2007, p. 81).
For the purpose of this assessment students have had to test the following ICT’s: blogs, wikis, websites, PowerPoint, Prezi, Learning Management Systems (LMS), images, podcasting, digital video, voki, animations and simulations and Google maps and earth. The purpose of this was to determine which of these tools would be effective in the classroom in engaging students as well as in enhancing their learning and instilling the principles of lifelong learning.
The very first tool we were exposed to was the formidable blog. Blogs link directly to Engagement theory, allowing for the three principles – relate, create and donate. The blog allows the student to manage interaction with their peers and lecturers. They own the blog and are able to put up postings relating to their learning. Blogs were in date order and easy to follow. Fellow students may read and comment on these. The tool is versatile and changeable. Generally the tool is simple to set up. Wikis and websites were also explored in this context and by comparison the two are very similar; I found it useful researching information and putting this on the blog, and visiting students’ comments were easy to sight. I used the wiki as a site containing references to tips on using the tools, or new tools to explore which facilitate the proposed tools. The Mackay students also had a wiki co-ordinating their groups and activities for the week. These are excellent resources for teachers and create an interesting method of evaluating assessments.
It is essential to have an understanding of the students to connect with them. We were all requested to use mindmaps to record our individual learning styles. This is allows the learning manager to quickly preview the students profiles and is then very useful information when designing classroom activites.
PowerPoint and images are my favourite tools not only in presenting information to the class, but also in assessing students’ work as it appeals to most learning styles. My nursing students present a PowerPoint for their mental health component either in class or via a video link. I find the basic components simple to navigate, but with experience and a little creativity you can easily develop very informative power points. These can be delivered face to face or to flex students via the net. Prezi is a similar tool but I found this more difficult to use. I think it is more useful in teaching younger students as Prezi is a zooming storytelling and presentation tool that helps you create visuals for your thoughts. It would be useful in introducing a topic that the children need to write a story on: for example, dinosaurs. The author can create a small dinosaur growing into a huge one and distort the writing the same way. It really gets the point across and helps the students develop ideas of these huge prehistoric creatures. I used picresize.com to alter the effects of my pictures used in the slides.
LMS are software applications used to manage training or educational programs. They are accessible online and create opportunities to pass valuable learning material to students and also to allow students to work online in collaboration. As a flex student I have found this essential and necessary to use and this is the only way I communicate with fellow students. It is available twenty four / seven and this suits my learning needs. Information is presented in a variety of methods and can be revisited at any time.
Podcasting and digital videos suit most learning styles and especially audio and visual. The choice of music is important and should appeal to the learner’s age group and suit the visual input. It can be dramatic and emotional for the viewer. I included a you-tube clip in my communication power point to convey the impact of nurses too busy to communicate with their patients. The music is nostalgic and moving, and makes the learner aware of how the patient feels. Digital videos have several effects that may enhance pictures. I think they could be used in assessing students and enable the teacher to possibly break away from traditional methods. Reflecting back to my childhood, I would have loved to have been able to use some of these at school instead of rote learning and writing. Researching and creating your own work and presenting it with technology are far more appealing and exciting. The learner derives some satisfaction from these tools.
Animation and simulation appeal to almost every one. I had fun working with Voki and assisted several students with theirs. They are so versatile; I enjoy using them to introduce a new topic to the class. They can also be used to discuss an area that students are struggling with or to cue students. My daughter (aged eleven) helped me sign up for voki. We then chose and dressed some characters. It was nice getting her opinion and discovering what a younger person would like from a voki.
Gizmos are examples of modular interactive simulations which are effective applications used to facilitate data collection and analysis. They enhance scientific understanding. I found them more useful in teaching maths and science. Gizmos encourage students to explore and research by simulation. An example I looked at included growing plants with science and technology. The students could apply fertilizer (of various compositions), water and sunlight and watch how these affect the plants’ growth.
Google Earth is a wonderful tool for teachers and students. It helps the students have visual tours around the globe. You are able to zoom in and observe places closely. I was amazed to see that you can apply this tool to maths, geology, science, global awareness, history, humanities, literature, physics and climatology.
Google Earth for educators is a useful site for teachers. It has some resources already developed and ready to use. Teachers may use them or gain some ideas on using this tool to enhance the learning environment.
I have been watching some of the videos we have been referred to through Moodle, and it is interesting to see how we are using ICT in remote areas to engage the Aboriginal children. Every effort is been made to have the children attend school. There is a bus service run by the elders and they drive the children to school. Signs are up in the local shop advertising that children will not be served during school hours. ICT is also been used to record stories using Storyboard, so that the future generations have information to reflect back on. Elders get together to assist in producing these.
It is important for learning managers to be aware of the available technology and to be familiar with using it. For learning to be successful and meaningful it should be used in conjunction with the pedagogical theories and pedagogical platforms that engage students. The focus should not be on the digital tools, but how they should be embedded into the curriculum and this will meet the needs of the knowledge-based society and prepare students for lifelong learning.
View comments made to my blog at:
http://www.blogger.com/comment-published.g?blogID=5947604559038451307
http://s0197188.blogspot.com/2010/08/creating-hyperlinks.html#comments
http://s0197188.blogspot.com/2010/08/talking-characters-by-vokicom.html#comments
http://s0197188.blogspot.com/2010/07/great-new-tool.html?showComment=1279972683908#c9046511805644440245
http://s0197188.blogspot.com/2010/08/gizmos-modular-interactive-simulations.html
http://s0197188.blogspot.com/2010/08/talking-birds.html
View comments I have made to other blogs at :
http://s0197188.blogspot.com/2010/08/talking-characters-by-vokicom.html#comments
http://s0197188.blogspot.com/2010/07/great-new-tool.html?showComment=1279972683908#c9046511805644440245
http://judij-e-learning.blogspot.com/2010/07/week-2.html
http://evadodds.blogspot.com/2010/08/creating-my-own-podcast.html#comment-form
http://torisutherlandcqu.blogspot.com/2010/07/wikispaces.html
http://catherineselearningjourney.blogspot.com/2010/07/blog-reflection.html#comments
http://barrywastie.blogspot.com/2010/07/hello.html
http://barrywastie.blogspot.com/2010/08/podcast.html#comments
http://barrywastie.blogspot.com/2010/08/power-points.html
References
Kearsley, G., & Shneiderman, B. (1999). Engagement theory. A framework for technology-
based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Lynch, D., & Knight, B. A. (2010). The theory and practice of learning management. In K.
Nichols (Ed.), Understanding the links between learning and instructional design (pp. 7–14). Frenchs Forest, NSW: Pearson Australia.
Lynch, D., Smith, R., & Doe, T. (2007). The design and execution of learning experiences:
The learning experience plan and unit of work. In R. Smith, D. Lynch, & B.A. Knight (Eds.), Learning management. The design and execution of learning experiences: the learning management plan (pp. 75-105): Frenchs Forest, NSW: Pearson Australia.
Marzano, R.J., Pickering, D.J., Redondo, D.E., Blackburn, G.J., Brandt, R.S., Moffett, C.A.,
… Whisler, J.S. (1997). Dimensions of learning. Denver, CO: McREL United States of America.
Smith, R., & Lynch, D. (2006). The rise of the learning manager: Changing teacher education. Frenchs Forest, NSW: Pearson Australia.
Smith, R., Lynch, D., & Knight, B.A. (2007). Learning management. In D. Lynch, R. Smith,
& T. Doe (Eds.), The design and execution of learning experiences: the learning management plan (pp. 75-105). Frenchs Forest, NSW: Pearson Australia.
Smith, R., Lynch, D., & Knight, B.A. (2007). Learning management. In D. Lynch, T. Doe, & R.
Smith (Eds.), The design and execution of learning experiences: the learning experience plan and the unit of work (pp. 106-137). Frenchs Forest, NSW: Pearson Australia.
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B., & Biehler, R. (2009). Psychology
applied to teaching. Milton, Qld: John Wiley and Sons.
Tuesday, August 17, 2010
Creating hyperlinks
If you go to the address bar in your browser, you will find the URL of the web page. Copy it all. Then, in your blog, find the tool that looks like a little “chain link”. This is the hyperlink tool.
Highlight some text first, and then click the tool. It will ask you where you want to go (the address) – paste in the address you have copied. And Save. You will find the text will take you to the web page when you click on it.
To go to other areas in your blog, or even someone else’s blog, go to the topic heading of the posting. Right click the heading/title. Select “copy link location”. Then, in your blog, select text, select the hyperlink tool and paste. It will paste the link location of the blog posting. So when you save, you can click the text and it will take you to where you wanted to go!
Highlight some text first, and then click the tool. It will ask you where you want to go (the address) – paste in the address you have copied. And Save. You will find the text will take you to the web page when you click on it.
To go to other areas in your blog, or even someone else’s blog, go to the topic heading of the posting. Right click the heading/title. Select “copy link location”. Then, in your blog, select text, select the hyperlink tool and paste. It will paste the link location of the blog posting. So when you save, you can click the text and it will take you to where you wanted to go!
Saturday, August 14, 2010
Google Earth and Google Maps
Google Earth is a wonderful tool for teachers and students. They help the students have visual tours around the globe. You are able to zoom in and observe places closely. I was amazed to see that you can apply this tool to maths, geology, science, global awareness, history, humanities, literature, physics and climatology.
Google earth for educators is a useful site for teachers. It has some resources already developed and ready to use. Teachers may use them or gain some ideas on using this tool to enhance the learning environment.
http://sitescontent.google.com/google-earth-for-educators/Home/Google-Earth-for-My-Class/lesson-plan-suggestions-teachers-to-teachers
Google earth for educators is a useful site for teachers. It has some resources already developed and ready to use. Teachers may use them or gain some ideas on using this tool to enhance the learning environment.
http://sitescontent.google.com/google-earth-for-educators/Home/Google-Earth-for-My-Class/lesson-plan-suggestions-teachers-to-teachers
Gizmo’s Modular Interactive Simulations
Gizmo’s are examples of modular interactive simulations which are effective applications used to facilitate data collection and analysis. They enhance scientific understanding. I found them more useful in teaching maths and science. Gizmos encourage students to explore and research by simulation. An example I looked at included growing plants with science and technology. The students could apply fertilizer (of various compositions), water and sunlight and watch how these effect the plants growth.
They can be used in conjunction with interactive whiteboards, overhead projectors and within small groups or individuals. This is an important consideration for flexible students. Another advantage is that they have the entire resources in one package and are easy for students and educators to use.
http://www.explorelearning.com/index.cfm
They can be used in conjunction with interactive whiteboards, overhead projectors and within small groups or individuals. This is an important consideration for flexible students. Another advantage is that they have the entire resources in one package and are easy for students and educators to use.
http://www.explorelearning.com/index.cfm
LMS
LMS are software applications used to manage training or educational programs. They are accessible on line and create opportunities to pass valuable learning material to students and also to allow student to work on line in collaboration. Students are able to submit their work on line through this software and receive feedback. As a flex student I have found this essential and necessary to use and this is the only way I communicate with fellow students. It is available twenty four / seven and this suits the individuals learning needs. Information is presented in a variety of methods and can be revisited at any time.
Monday, August 9, 2010
Advantages vs Disadvantages of Tools
Advantages:
Web 2.0 applications are engaging. They enhance the learning experience and allow students to test and experience tasks. The tools have guides for you to follow and show examples on how they may be utilised. Learning managers may use them to test students, for assessments and to encourage collaboration in group tasks. Some tools are mobile (podcast) and once downloaded students have the advantage of reviewing them at their discretion.
Disadvantages:
They may be expensive to use as students need computers and reliable Internet access. Some tools are more difficult than others to navigate and this may become frustrating to the user. The learning manager needs to be aware that the knowledge (information) taught is the focus and not the tool.
Summary:
The learning manager needs to be familiar with the web tools available to the students and to be aware how they will assist in engaging the learner, creating higher order thinking, allow the student to be creative and how they will encourage collaboration in school.
Web 2.0 applications are engaging. They enhance the learning experience and allow students to test and experience tasks. The tools have guides for you to follow and show examples on how they may be utilised. Learning managers may use them to test students, for assessments and to encourage collaboration in group tasks. Some tools are mobile (podcast) and once downloaded students have the advantage of reviewing them at their discretion.
Disadvantages:
They may be expensive to use as students need computers and reliable Internet access. Some tools are more difficult than others to navigate and this may become frustrating to the user. The learning manager needs to be aware that the knowledge (information) taught is the focus and not the tool.
Summary:
The learning manager needs to be familiar with the web tools available to the students and to be aware how they will assist in engaging the learner, creating higher order thinking, allow the student to be creative and how they will encourage collaboration in school.
Blogs visited
This is a list of Blogs I have visited and commented on:
http://judij-e-learning@blogspot.com/
http://evadodds@blogspot.com/
http://torisutherlandcqu@blogspot.com/
http://e-learningwendys@blogspot.com/
http://catherine-elearning@blogspot.com
http://judij-e-learning@blogspot.com/
http://evadodds@blogspot.com/
http://torisutherlandcqu@blogspot.com/
http://e-learningwendys@blogspot.com/
http://catherine-elearning@blogspot.com
TeachersTube Videos
Videos can be used to engage students and teach them valuable information. This video is teaching fractions. Visual and auditory learners would benefit from this tool. It will encourage higher order of thinking and outlines steps students are required to follow to reach a result which develops their organisational skills. Students are able to discuss and reflect on the video and then plan their action. They are also effective to use in demonstrating techniques and students can revisit them and view the exact same steps over again and again.
Videos may also be used for assessment purposes where students record and analyse their work.
Talking birds.
Picture resize has been a tool that is so easy to use, once again three steps to follow
then save the file and upload to your blog. A picture gives valuable information and encourages higher order of thinking among the learners. Students are proud to show off their pictures and discuss them with their peers which assists them in improving their communication. They can be used in an assessment to show the progress of an experiment. They are also valuable in setting the stage for introducing a new topic and getting the students to share their thoughts for example; explaining what the picture is telling them.
Images are also good to use for cueing students. In class I had a photo of a very busy operating room with lots of instruments and staff and then a quieter operating room with a doctor and nurse and very few instruments used. I asked the students what their thoughts were of working in such very different areas. This led to discussions on how the patients may feel too when they are wheeled into the operating room.
http://www.picresize.com/
then save the file and upload to your blog. A picture gives valuable information and encourages higher order of thinking among the learners. Students are proud to show off their pictures and discuss them with their peers which assists them in improving their communication. They can be used in an assessment to show the progress of an experiment. They are also valuable in setting the stage for introducing a new topic and getting the students to share their thoughts for example; explaining what the picture is telling them.Images are also good to use for cueing students. In class I had a photo of a very busy operating room with lots of instruments and staff and then a quieter operating room with a doctor and nurse and very few instruments used. I asked the students what their thoughts were of working in such very different areas. This led to discussions on how the patients may feel too when they are wheeled into the operating room.
http://www.picresize.com/
Thursday, August 5, 2010
Wednesday, August 4, 2010
Introducing topics to the class
Podomatic is a little more technical than a voki. The tool was easy to sign up to and the steps are relatively easy to follow, however it can be tricky to upload to your blog. It is useful to engage the visual and auditory learners as you include music, pictures and sound.
I listened to Eva’s blog’s podcast on making butterflies. She kept it simple, and straightforward to listen to.
The pluses of using podcast are that you can download the podcast and listen to it when you like – anywhere and anytime. So it may be handy for students to listen to the podcast when they are travelling. They may be downloaded onto an Iphone or Ipod. Learners may subscribe to podcasts and are able to follow and receive a range of information often for free.
The minuses are that the file format needs to be correct, large files need a broadband connection; dial up would not manage copyright issues and may become boring.
I listened to Eva’s blog’s podcast on making butterflies. She kept it simple, and straightforward to listen to.
The pluses of using podcast are that you can download the podcast and listen to it when you like – anywhere and anytime. So it may be handy for students to listen to the podcast when they are travelling. They may be downloaded onto an Iphone or Ipod. Learners may subscribe to podcasts and are able to follow and receive a range of information often for free.
The minuses are that the file format needs to be correct, large files need a broadband connection; dial up would not manage copyright issues and may become boring.
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