Thursday, August 26, 2010

Assessment item 2 - Professional Blog



Synopsis

What is eLearning and how can it transform, support and enhance learning?
The one-size-fits-all medium – whereby students are all subjected to the same educational event for the same amount of time, at the same pace, without reference to need, interest ability or learning style has passed. Make way for a customised model, an approach to learning that allows individuals to select and make knowledge which is of interest and value to them (Prensky, 2005). Welcome eLearning.

ELearning refers to the exploration and use of a broad range of information and communication technologies to provide new learning environments that may be interactive or accessed online from home or within the community (Darling-Hammond, 1997). But it is far more than that. The inclusion of eLearning in the classroom gives students new and valuable learning experiences regardless of the context. The use of ICTs can not only transform, support and enhance learning but accomplish a far greater feat, that of differentiation.

The assembly line model of the past characterised by its ordered progress through years and grades, a regimented timetable, a highly structured curriculum and learning a scheduled activity for certain periods at specific times of the year, gives way to a learner based model characterised by just in time, just for the individual and just for as long as is needed (Waterhouse, 2005).

What does it look like in the context of my grade 3 class?
Children outstrip their parents in their facility with this technology (Prensky, 2001, p. 1) admits that there is indeed a broad ugly ditch that continue to divide young people, the digital natives, from their teachers and parents, the digital immigrants. It is not only my goal as a learning manager to embrace ICTs and digital tools, it is my responsibility. A common misconception about eLearning is that it is expensive, time consuming and resource heavy. This is not only untrue but also a too familiar scapegoat of pure ignorance. In my grade 3 class, where we only have two classroom computers, I am beginning to experiment with how ICTs can be embedded and embraced within the curriculum (take a look at my voki). The opinion that seven year old children are not capable to create a presentation or research online is just not accepted. Seven year old children are not only motivated by the use of ICTs but they motivate me to learn too. Google Maps and Google Earth have recently made maiden appearances in my classroom, with great success. Both of these tools highlight connectedness to the world (Education Queensland, 2002) and contextualise learning for the students.


What are the limitations to eLearning in my grade three class?
Notably there are some limitations. As Cole (2000) notes, web-based pedagogy privileges the written word—students must be literate and competitive if they are to capitalise on the formal properties of E-learning technology. I do not deny this comment, although I do not accept it either. As my year 3 class is an inclusive classroom including multiple students with learning disabilities, it is not to say that some students will need more support than others but at the same time I am beginning to see some great successes with these students too. Although students with limited literacy ability may require support with class discussion boards, wikis and blogs there is also many successes when using animations and simulations. The biggest limitation to eLearning that I have seen is a closed mind of the learning manager - see Belinda's Blog for my comments.

The tools I have chosen for my grade three class.
I have selected five tools to explore further in the context of my grade three class. Each of the tools have been evaluated using Education Queensland's Productive Pedagogies framework. For further reasons on why I chose to use the Productive Pedagogies framework see my comments on Gary's Blog.


I have selected tools from each of the following categories:
• Access and gain information
• Consolidate and refine information
• Transform information to develop new understanding
• Present knowledge to an audience

Google Maps
To allow the children to access and gain information while embracing ICTs I have chosen to explore Google Maps. The main driving force behind my decision to choose Google Maps was its alignment with the Productive Pedagogy of connectedness. Connectedness to the world describes the extent to which the lesson has value and meaning beyond the instructional context (Education Queensland, 2002). By making a connection with another grade three class in Canada in my upcoming “Visual Zoo” unit, each child will feel connected and aligned with the ‘sister’ class. Similarly, Google Maps will provide a ‘real’ perspective of the sister school and their surroundings allowing the learning take on value beyond the classroom. For a more detailed look at how I will specifically use Google Maps please take a look at my Google Maps posting on my blog.

Concept Mapping
To consolidate and refine information I have chosen to investigate the digital tool of concept mapping. Not only does concept mapping allow the children to gain a “Big Picture” of the topic but it also aligns with the productive pedagogy of higher-order thinking. Higher-order thinking by students involves the transformation of information and ideas. This is also supported by Blooms taxonomy, where the goal should be to push them to “analyse, evaluate and synthesise” (Frangenheim, 2007, p. 124).

This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation (Education Queensland, 2002). I have only recently introduced my grade three students to digital concept mapping but we are already having great results. I love the ease in which the students can create and more importantly modify the concept map as their thoughts, knowledge and interest grow. I have placed a further analysis of these views on my concept map post.


Digital Video
In order to transform information to develop new understanding for my seven and eight year olds I have chosen digital video. According to Kearney & Shuck (2006), digital video has a range of common usages in schools, in particular for communication, observation analysis, and reflection. As a communication tool, digital video facilitates students' communication of messages, ideas or information. Digital video is also used as an observation and analysis tool, enhancing students' observations of phenomena, experiments or performances. Finally, it is used as a reflection tool to support student reflections on their own learning. Digital video can be created using digital video cameras, however can also be made using still photographs. I have used PhotoStory3 to create a movie using still photographs on my Digital Video posting. I am only just beginning to use this tool in my classroom so I am yet to gauge the success of the analysis and reflection stages but so far the students are engaged and motivated to use digital video. I gained some imaginative and insightful suggestions from Nina's Blog on some other ways to use video in the classroom too.

The final category I will assess is presenting knowledge to an audience. I have chosen two different tools to explore in this group.


PowerPoint
I agree that this tool is certainly not ‘thinking out of the box’ for presenting knowledge but purely from my own experience with PowerPoint over the last three weeks I could not go past it. My initial views on PowerPoint were similar to those ideals held closely with the “Death by PowerPoint” philosophy, but as you will read on both of my PowerPoint posts (yes, I felt the need to explore PowerPoint twice!), these have indeed changed. No longer do I align this tool with ‘talk and chalk’ but more of an engaging interactive tool to present and evaluate knowledge. I have also evaluated Prezi during this analysis but again came back to PowerPoint as my tool of choice.


Blog
When making the choice between a blog and a wiki for the best tool to present knowledge in my classroom, I had many considerations. I looked at the ease in which they can be constructed, maintaining and modifying and finally facilitator control. The problem that arose was they were both valuable tools! The open style of a wiki can be useful for group projects, while a blog may aid in brainstorming or generating discussion. Although I believe a combination of the two would be most successful in my context. For the purpose of this assessment I have chosen to explore blogs. I was swayed mainly because of the self satisfaction I have felt in building my own blog throughout this course. Not only was it the first time I have ever created a blog but the first time I have even posted on one! I know if at the age of 33 I can build a blog that facilitates learning and higher-order thinking, my grade threes will have no problem! When students use this tool they are analysing and comparing in line with productive pedagogies’ intellectual quality including higher-order thinking and substantive conversation. Likewise this tool promotes a supportive classroom environment that promotes student direction and academic engagement.


Legal, safe and ethical guidelines
All teachers work within policies that are developed from legislation. Whilst the ongoing consideration of safety potentially limits the freedom of online exploration, it must be adhered to and well managed. Basic ethics suggests that all materials used are appropriately referenced unless they belong to you.

Normal copyright regulations apply for online use. Therefore the use of copyright images and materials are restricted according to the owner’s wishes. It is extremely important as a learning manager to model and teach ethical and legal behaviours. For more information on this please visit Education Queensland's Risk Management Statement on Web Publishing

Conclusion
Our ability to learn what we need for tomorrow is more important than what we know today (Siemens, 2004). When knowledge is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses. This mindset and vision of connectivism supports the learning tools that I have chosen to explore in the context of my year three students. My vision for them is not to only scaffold their learning of the curriculum but their learning of how to learn.

Strommen & Lincoln (1992) explains that "today’s workers need the skills to gather information from diverse resources, including both traditional and electronic means and to merge that information to make common connections. It is not the choice of should I use ICTs in my classroom but more where and for what reason. We as future learning managers need to embrace the curriculum and arm ourselves with appropriate frameworks in order to present intellectually engaging and challenging work for the children in our classrooms.



References
Ashmon, A., & Elkins, J. (Ed.). (2008). Education for inclusion and diversity. Frenchs Forest, NSW: Pearson Education Australia.

Australian National Curriculum (ACARA) (2010). National Curriculum Draft. [Electronic resource]. Retrieved August 2010. From http:// http://www.acara.edu.au/

Huffer, D (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE journal, 12 (2), 91-98 [electronic resource] 2005 retrieved July 2010. From http://www.editlib.org/

Education Queensland. (2002). Productive pedagogies. Classroom reflection manual. Brisbane, QLD, Australia: Author.

Florida, R. (2002). The rise of the creative class: and how it's transforming work, liesure, community and everyday life. NY: Basic Books. Retrieved from http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf

Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13(3), 233-250.

Marzano, R., Pickering, D., Arrendondo, D., Blackburn, G., Brandt, R., Moffett, C., Paynter, D., Pollock, J, Whisler, J. (1997). Dimensions of Learning teachers manual (2nd ed). Aurora, Colorado: McREL.

Peck, K & Dorricott, D (1994). Realising the promise of technology, (Vol 51).issue 7 [online resource] 1994. Retrieved August 24, 2010 from http://www.dromano.com/
Leadbeater, C. (2002). Up the down escalator: why the global pessimists are wrong. London: Viking. Retrieved fromhttp://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro959.pdf

Margaryan, A., & Littlejohn, A. (2008). Are digital natives a myth or reality?: Students’ use of technology for learning. Retrieved from CQUniversity moodle, FAHE11011 Managing E=Learning, http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf

Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education. (1999) Vol 20 (2).
Prensky, M. (2001). Digital Natives, Digital Immigrants. Retrieved 19 August, 2009 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Prenskey, M. (2005) Engage me or enrage me: what today's learners demand. Retrieved from CQUniversity moodle, FAHE 11001 Managing E-learning, http://net.educause.edu/ir/library/pdf/erm0553.pdf

Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved from CQUniversity moodle, FAHE11011 Managing E=Learning, http://www.elearnspace.org/Articles/connectivism.htm

Snowman, J., Dabozy, E., Scevak, J., Bryer, F., & Barlett, B. (2009). Psychology applied to teaching. Milton, QLD: Wiley & Sons Australia.

Strommen, E. & Lincoln, B. (1992). Constructivism, Technology, and the future of classroom learning in education and urban society, Vol 21, [online resource] 1992. Retrieved July 2010 from http:// citeseerx.ist.psu.edu.

The state of Queensland (Department of Education, Training and the Arts). (2007). Essential Learnings Retrieved August 2010 from http:// education.qld.gov.au.
Turner-Bisset, R. (2001). Expert teaching: knowledge and pedagogy to lead the profession. London: Demos. Retrievedfrom http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro974.pdf

Waterhouse, S. (2005). The power of elearning: the essential guide for teaching in the digital age. Boston: Pearson Education.

RSS


RSS (most commonly expanded as Really Simple Syndication) is a family of web feed formats used to publish frequently updated works—such as blog entries, news headlines, audio, and video—in a standardized format. They benefit readers who want to subscribe to timely updates from favored websites or to aggregate feeds from many sites into one place. RSS feeds can be read using software called an "RSS reader", "feed reader", or "aggregator", which can be web-based, desktop-based, or mobile-device-based. The RSS reader checks the user's subscribed feeds regularly for new work, downloads any updates that it finds, and provides a user interface to monitor and read the feeds (Wikipedia, 2010).
image from www.flickr.com.au

Learning Management Systems (LMS)


A learning management system (commonly abbreviated as LMS) is a software application for the administration, documentation, tracking, and reporting of training programs, classroom and online events, e-learning programs, and training content. As described in (Ellis 2009) a robust LMS should be able to do the following:



  • centralize and automate administration

  • use self-service and self-guided services

  • assemble and deliver learning content rapidly

  • consolidate training initiatives on a scalable web-based platform

  • support portability and standards

  • personalize content and enable knowledge reuse.

LMS's offer a single platform that delivers content, manages assessment, provides communication forums and virtual collaboration spaces for students.

Open source LMS's are much cheaper and more flexible with a vast amount of plug-ins for a range of functions, but sometimes they do not come with good documentation, or any backup support.



Here is a list of some LMS applications other than Moodle (which we use at CQUniversity):


image retrieved from www.flickr.com/search/moodle

Blog

How and why would I use a blog in the classroom?

Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art, photographs, sketches, videos, music, audio, which are part of a wider network of social media.

Using blogs in my grade three class will allow opportunities to explore:

I have added this YouTube clip where children discuss why they like using blogs in the classroom.


I can see several advantages to using a blog that simply could not be achieved better in any other way. I have listed some of these below:

  1. It provides your students with a “live” audience.
  2. Normally assignments will have only one reader: The Teacher. By asking your students to contribute on the blog, they will increase the interactivity with other readers (fellow students or the millions of Internet users all over the globe).
  3. The focus will be more on content (as opposed to form)
  4. It provide extra reading practice for students.
  5. This reading can be produced by the teacher, other students in the same class, or, in the case of comments posted to a blog, by people from all over the world.
  6. Blogs can be used as online student learner journals
  7. The value of using learner journals has been well documented. Usually they are private channels between teacher and student. Using a blog as a learner journal can increase the audience.
  8. To guide students to online resources appropriate for their level.
  9. The Internet has a bewildering array of resources that are potentially useful for your students. The problem is finding and directing your learners to them. For this reason, you can use your tutor blog as a portal for your learners.
  10. Blogs can increase the sense of community in a class.
  11. A class blog can help foster a feeling of community between the members of a class, especially if learners are sharing information about themselves and their hobbies, and are responding to what other students are writing.
  12. To encourage shy students to participate.
  13. There is evidence to suggest that students who are quiet in class can find their voice when given the opportunity to express themselves in a blog.
    To stimulate out-of-class discussion.
  14. To create a space for pre-class or post-class discussion.
  15. Because students are writing for publication, they are usually more concerned about getting things right, and usually understand the value of rewriting more than if the only audience for their written work is the teacher.
  16. As an online portfolio or even an archive of student written work.
  17. To help build a closer relationship between students in large classes.


Huffer, D (2005). The educated blogger: Using weblogs to promote literacy in the classroom. AACE journal, 12 (2), 91-98 [electronic resource] 2005 retrieved August 23, 2010. From http://www.editlib.org/

Peck, K & Dorricott, D (1994). Realising the promise of technology, (Vol 51).issue 7 [online resource] 1994. Retrieved August 24, 2010 from http://www.dromano.com

video from www.youtube.com

A Second look at Concept Mapping

This tool deserved a second look...

As this course has progressed my views and loyalties have to. Although I had a quick look at digital concept mapping in the first week of this course, I have since gone back for a more thorough and comprehensive analyses. Although I knew the undeniable link between how we learn and how schemas are structured and the alignment of this with concept mapping, I did not value this tool in the context of my grade three children. My views have since changed and therefore earned a second post to my blog.

Concept mapping has been a subject of investigation for some time now, giving rise to a new interest since computer based tools have rendered the easy creation and modification of concept maps. In education, it is a tool for research, a communication tool and an efficient means of teaching and learning, notably as a process of establishing relationship between concepts.

Concept maps are important when a constructivist view of learning is employed. The theory behind it is that each individual develops mental schema or “mind maps” which then inform future thinking or action. These schemas are fundamental to the way we understand all experience.

We know that learning involves creating new representations and modifying existing ones (Snowman, 2009). Although an important question is how to account for the students' representations at any given stage in learning. Concept maps seem to offer a tool for doing this. They are indeed a very useful way to gain access to the representations of learners, and to assess whether their learning is influenced by prior knowledge. For that purpose, concept maps are an ideal solution.

Anderson-Inman et al (1998) observe that concept mapping is rarely used spontaneously by pupils, because it is difficult and that the process of map modification is messy and time consuming. So, if we agree with the fact that modifying maps is essential because it allows learning to occur and conceptual understanding to grow, we have to offer learners more support in constructing a "modify friendly' solution. Computer Based Concept Mapping (CBCM) tools can have a determinant role for that purpose, since revisions are much easier than on paper.

Anderson-Inman et al (1998) describe the benefits of concept mapping using computer software over traditional pencil and paper. They found that classroom use of Inspiration (one of the most well-known CBCM) encourages users to revise or change the maps. They manipulate concepts and revise conceptual relationships. ‘The practical advantages of constructing concept maps electronically are similar to those of using a word processing program to write. There is an ease of construction, an ease of revision, and the ability to customise maps in ways that are not possible when using paper and pencil’ (Anderson-Inman et al, 1998).

Since my new-found acknowledgment of digital concept mapping and the advantages they bring to my classroom, I have created two whole-class digital concept maps with my grade three children. The first was a more basic structure, just to get the children used to using a concept map. I used it when introducing biographies. I had the children make links between information reports (which they already knew) and the new genre of biographies. The children had heaps of fun constructing these, with minimal help from me, using the bubbl.us program. We have since used it to take a look at various visual artists in our current unit and the similarities and differences between their art. I am looking forward to using this great tool in more complex and in-depth learning as my and the children's experience with this tool develops.


Anderson-Inman, L., Ditson, L., & Ditson, M. (1998). Computer-Based Concept Mapping :
Promoting meaningful learning in science for students with disabilities. Information Technologies and Disabilities Journal, 12(2).

Snowman, J., Dabozy, E., Scevak, J., Bryer, F., & Barlett, B. (2009). Psychology applied to teaching. Milton, QLD: Wiley & Sons Australia.

image retrieved from www.flickr/search/conceptmap

PowerPoint vs Prezi



Prezi is a non-linear presentation tool which allows you to start at the top of a concept (a top-down perspective) and allows the audience to see all the component parts of the concept or topic. The presenter or the audience can then explore randomly, or along a fixed path, and identify and discuss the various components. Although Prezi is new and exciting I have decided to choose PowerPoint as my tool of choice. I am not saying that Prezi does not have its advantages although I believe the ease and efficient way I can change slides and the order of my presentation will be of a great advantage in the classroom. As an added note, Prezi with all its swirling and turning makes me feel a bit nauseous. Call me old fashioned but I am discovering more and more reasons to be impressed by PowerPoint every time I use it. Here is a list of only a few of the possibilities of using this great tool:


Creative Presentation Ideas

Flash Cards -
Create Flashcard presentations for individual and group reinforcement. You can create a template and choose whether you or your students will insert the words or phrases. Topics may include: reinforcing math concepts; practicing parts of speech; practicing spelling; reinforcing story problems; and reinforcing numbers, letters, or colors.

Field Trip Slide Shows - Develop field trip slide shows to review and apply knowledge learned on a field trip. Students can work together to make a slide show that presents what they saw, as well as what they learned.

Autobiographical Stories - Students can create short autobiographical stories about themselves. Scanned photos can be inserted for interest. Once the slides are complete, you can put them together in a presentation to show an audience, such as an open house or parent night.


Interactive Book Reports - Have students create a PowerPoint presentation about books they read.


Music Class Recitals - For music teachers, PowerPoint is a useful tool for creating slide shows of student recitals. During a recital, take pictures of the students while they are performing and record a small portion of their music. On slides, include both each student's picture and music.

Group Slide Shows - Give your students a topic (such as zoo animals) and tell them to choose parts of the topic to focus on (such as specific zoo animals). Have students research their assigned portions of the topic and develop slides to serve as a part of a group presentation about the topic.

Poetry Readings - Students can create slides exhibiting their personal poetry along with a voice recording.

Science Presentations - Use PowerPoint to teach processes and how things work. Teachers or students can add additional items to a diagram to illustrate how a process grows and changes. Science principles work well using this format.

Student Portfolios - PowerPoint can be used to create portfolios of student work.

Class Yearbook-Type Presentations - Collect photos; information about special events; examples of class and student projects, etc. throughout the year and create a year-in-review presentation.


PowerPoint presentations are excellent tools for use for parent events. For open house or parent night events, develop presentations with automatically timed slide shows. Have these presentations running in the background.

  1. Create a PowerPoint presentation to inform parents and remind students of classroom expectations, policies, and other important information.
  2. Develop a student slide show that includes digital pictures of each student with notes to their parents.
  3. Design slide shows to exhibit student work.

image from www.flickr.com/search/PowerPoint

Wednesday, August 25, 2010

Google Earth


Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings, from galaxies in outer space to the canyons of the ocean. You can explore rich geographical content, save your toured places, and share with others. In my Grade 3 classroom I can once again see endless opportunities for higher order thinking here. Not only in the ways I mentioned when discussing Google Maps but even extending further in SOSE and Science units. Imagine my Grade 3 class on a under sea adventure to investigate tidal patterns of our coasts or next term when we dive into economic trade (a topic that certainly could use some engagement tools) we can visit these places as a class to bring a real connectedness to the classroom. The Productive Pedagogies framework supports connectedness and supports student's engagement with real, practical or hypothetical problems which connect to the world beyond the classroom, which are not restricted by subject boundaries. Google Earth is certainly a great example of connectedness and once again a huge tick for my Grade 3's :)



Education Queensland. (2002). Productive pedagogies. Classroom reflection manual. Brisbane, QLD, Australia: Author.