Hi Everyone,
This digital immigrant must have pressed or not pressed a wrong something because the slide show doesn't progress when on the blog, it does however do the right thing when you click on the "Healthy Behaviours" link and slip into slideshare! It's beyond me at this point in my migration!!
Using the tool itself was quite easy and I can see that it would be useful both from a teaching perspective and for student displays.
The editing facility which allows for changes to the MP3 file and or the visuals is useful because often the visuals can be used for more than one application.
Encouraging students to use this tool for presentations provides a visual and auditory medium which embraces different learning styles.
A great tool, easy to use and for both students and teachers.
cheers
sue
Check out this SlideShare Presentation:
Wednesday, December 16, 2009
Tuesday, December 15, 2009
Synopsis of design for Students use of FLICKR
Synopsis of design for Students use of FLICKR
Year 12 - Hospitality
Current Unit of Work: Workplace Health and Safety
1. Students sign up for a FLICKR account and familiarize themselves with the site.
2. Students upload their digital photos relating to OHS issues around the school.
3. Students access photos relevant to their particular subject from FLICKR
4. Students edit and collage photos from both sources to present a visual display of OHS elements.
5. Students submit this display in a blog with a reflection about why they chose these photos, what it represents and how it is relevant to OHS in the school.
If whilst doing this activity students identify issues relating to OHS at the school then the OHS officer within the school will be notified. Students will reflect on this in their blog.
This activity will engage the learner (Kearsley and Shneiderman (1998) in an area of learning that is considered boring in content and challenging in delivery. Students will construct their own knowledge, it will be authentic and creatively embedded with ICT’s.
Cheers
Sue
Kearsley, G., & Shneiderman, B. (1999, April 5). Engagement Theory:A framework for technology-based teaching and learning. Retrieved December 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Year 12 - Hospitality
Current Unit of Work: Workplace Health and Safety
1. Students sign up for a FLICKR account and familiarize themselves with the site.
2. Students upload their digital photos relating to OHS issues around the school.
3. Students access photos relevant to their particular subject from FLICKR
4. Students edit and collage photos from both sources to present a visual display of OHS elements.
5. Students submit this display in a blog with a reflection about why they chose these photos, what it represents and how it is relevant to OHS in the school.
If whilst doing this activity students identify issues relating to OHS at the school then the OHS officer within the school will be notified. Students will reflect on this in their blog.
This activity will engage the learner (Kearsley and Shneiderman (1998) in an area of learning that is considered boring in content and challenging in delivery. Students will construct their own knowledge, it will be authentic and creatively embedded with ICT’s.
Cheers
Sue
Kearsley, G., & Shneiderman, B. (1999, April 5). Engagement Theory:A framework for technology-based teaching and learning. Retrieved December 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Rough Draft of Unit of Work - Wiki.
Year 10:Home Ec
Title: Participating in Community Decisions
Time frame: 10 weeks, 2 x 80 mins and 1x 40 min lessons per week.
Essential Learnings: “Ways of working: Students are able to:
• investigate and analyse specifications, standards and constraints in the development of design ideas
• consult, negotiate and apply ethical principles and cultural protocols to investigate, design and make products
• generate and evaluate design ideas and communicate research, design options, budget and timelines in design proposals”
Knowledge and Understanding. People can influence decisions made about the design, development and use of technology to change the impact on people, their communities and environments at local and global levels
Home Economics Syllabus: LW 6.4 Students develop preferred futures scenarios that promote individual, family and community wellbeing and are socially and ethically responsible.
Students will access a public Wiki designed to obtain public opinion on a new shopping complex in their community.
Students will then reflect on a class wiki about the postings, and after collaboration and consensus, combined posts will be submitted to the public wiki where comments will be invited.
Students will work through the webquest http://www.webquestdirect.com.au/harmony/shopping/process.htm during this unit to acquire knowledge about issues relating to design of community shopping centres.
At each stage of the webquest, a collaborative posting will be created and posted to the relevant page of the public wiki.
Experts from council will be invited as guest speakers and a digital dialogue will be encouraged through a class wiki.
The ICT Learning Design Framework constructed by Oliver (1999) incorporates the elements of learning tasks, resources and supports. These elements include problems, projects, investigations, web links, tutorials, papers, instructions, procedures, schedules and announcements. Using a webquest as the ICT tool for this unit of work encompasses the required learning elements outlined by Oliver.
Regards
Sue
References:
Australian University Teaching Committee. (2003). The Learning Design Construct - Oliver, R. Retrieved December 14, 2009, from Learning Designs: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Queensland Studies Authority . (2007). Essential Learnings - Technology. Retrieved December 8, 2009, from Queensland Studies Authority: http://www.qsa.qld.edu.au/learning/7299.html
Queensland Studies Authority. (2005). Subject Area Syllabus and Guidelines, Home Economics Education Level 4 to Beyond Level 6. Spring Hill: Queensland Studies Authority.
"Hot Potato" Quiz is a Design Challenge
Synopsis.
The assessment for this unit will be a design challenge where students create a quiz using "Hot Potato"software http://hotpot.uvic.ca/ and based on the central learning outcome ‘Becoming Independent’:
The challenge will be to produce a quiz suitable for 13 year olds who have completed a unit of work on personal dietary needs of adolescents. The quiz will need to include 20 questions, have multiple choice and true/false answers and be completed within a negotiated time frame. Participants will have only one opportunity to complete the quiz which will be completed in teams. Designers will have one lesson to familiarize themselves with the technology and two lessons to complete the design. An ‘external auditor’ – Head of Department will access the quizzes and be present in class for the competition.
Marzano and Pickerings (Marzano, 2006) DoL 2 strategies emphasise declarative and procedural knowledge. Declarative relates to constructing, organizing and storing knowledge, whilst procedural encompasses modeling, shaping and internalizing (practice). (CQU Noosa)
“The first phase of learning a skill or process is to construct a model” (CQU Noosa) which in the case of designing a quiz will first require students to gain some understanding of how the technology works. Students will work collaboratively and make decisions regarding the type of quiz that best suits their strategy.
“Shaping” the model happens as the students develop the quiz. This stage of learning requires critical thinking skills of assessment, evaluation and creativity. Students will need to redesign the practicalities of their quiz as well as the questioning.
Internalizing or practice requires students to become extremely familiar with the process of designing a quiz and its content.
As part of the formative assessment for this unit students will post 4 reflections on their individual blogs which will ensure individual students are donating ideas to the group as well as making order of and storing their knowledge.
Regards
Sue
CQU Noosa. (n.d.). DoL 2 - ACQUIRE AND INTEGRATE KNOWLEDGE. Retrieved December 14, 2009, from CQU Noosa -Professional Learning Package: http://www.cqu.edu.au/dol/construct_models.htm
Marzano, R. P. (2006). Dimensions of Learning Teacher's Manual (2nd edition ed.). Heatherton, Victoria, Australia: Hawker Brownlow Education.
Queensland Studies Authority. (2005). Subject Area Syllabus and Guidelines, Home Economics Education, Level 4 to Beyond Level 6. Spring Hill : Queensland Studies Authority.
The assessment for this unit will be a design challenge where students create a quiz using "Hot Potato"software http://hotpot.uvic.ca/ and based on the central learning outcome ‘Becoming Independent’:
“BI 4.2 Students develop and implement
strategies for optimising personal diet based on
identified nutritional needs for growth, energy
and health. (HPE PH 4.2)” (Queensland Studies Authority, 2005, p. 18)
strategies for optimising personal diet based on
identified nutritional needs for growth, energy
and health. (HPE PH 4.2)” (Queensland Studies Authority, 2005, p. 18)
The challenge will be to produce a quiz suitable for 13 year olds who have completed a unit of work on personal dietary needs of adolescents. The quiz will need to include 20 questions, have multiple choice and true/false answers and be completed within a negotiated time frame. Participants will have only one opportunity to complete the quiz which will be completed in teams. Designers will have one lesson to familiarize themselves with the technology and two lessons to complete the design. An ‘external auditor’ – Head of Department will access the quizzes and be present in class for the competition.
Marzano and Pickerings (Marzano, 2006) DoL 2 strategies emphasise declarative and procedural knowledge. Declarative relates to constructing, organizing and storing knowledge, whilst procedural encompasses modeling, shaping and internalizing (practice). (CQU Noosa)
“The first phase of learning a skill or process is to construct a model” (CQU Noosa) which in the case of designing a quiz will first require students to gain some understanding of how the technology works. Students will work collaboratively and make decisions regarding the type of quiz that best suits their strategy.
“Shaping” the model happens as the students develop the quiz. This stage of learning requires critical thinking skills of assessment, evaluation and creativity. Students will need to redesign the practicalities of their quiz as well as the questioning.
Internalizing or practice requires students to become extremely familiar with the process of designing a quiz and its content.
As part of the formative assessment for this unit students will post 4 reflections on their individual blogs which will ensure individual students are donating ideas to the group as well as making order of and storing their knowledge.
Regards
Sue
CQU Noosa. (n.d.). DoL 2 - ACQUIRE AND INTEGRATE KNOWLEDGE. Retrieved December 14, 2009, from CQU Noosa -Professional Learning Package: http://www.cqu.edu.au/dol/construct_models.htm
Marzano, R. P. (2006). Dimensions of Learning Teacher's Manual (2nd edition ed.). Heatherton, Victoria, Australia: Hawker Brownlow Education.
Queensland Studies Authority. (2005). Subject Area Syllabus and Guidelines, Home Economics Education, Level 4 to Beyond Level 6. Spring Hill : Queensland Studies Authority.
Monday, December 14, 2009
"Digital Storytelling"
Engagement theory, which is presented as a model for learning in technology-based environments emphasizes collaboration, projects and non-academic focus. (Kearsley & Shneiderman, 1999). Home Economics/Hospitality are technology based subjects which use the elements of collaboration and creation. Hospitality is recognized as non-academic whilst Home Economics is more academically focused.
Digital storytelling is a useful tool to capture the real life situations students will encounter in the workplace. Talking to local coffee shop proprietors, filming and recording a service period, editing, critiquing and reflecting will make use of a range of ICT’s and engage the student in a learning process involving higher order thinking typified in Bloom’s Digital Taxonomy. (Churches, 2009). Students could then retell the 'perfect' story digitally as a comparison to the real situation. This would fulfil the requirements of engagement theory basics of relate, create and donate as students suggest solutions to problems identified in the first story.
I have recently undertaken a Hospitality course in the vocational education sector where the need for authentic tasks has long been identified. However the need to engage the learner has been overlooked with much of the ‘underpinning’ knowledge delivery in this sector being book based and boring. To engage kinaesthetic learners in a digital environment requires a ‘hands on’ approach in which digital storytelling can be an ideal process for the acquisition and extension of knowledge.
Storytelling is a traditional means of communicating and valued across all cultures. Digital storytelling communicates in the language of the digital native.
Cheers
Sue
Churches, A. (2009). Bllom's -Understanding. Retrieved December 14, 2009, from Educational Origami: http://edorigami.wikispaces.com/Bloom%27s++-+Understanding
Kearsley, G., & Shneiderman, B. (1999, April 5). Engagement Theory:A framework for technology-based teaching and learning. Retrieved December 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Digital storytelling is a useful tool to capture the real life situations students will encounter in the workplace. Talking to local coffee shop proprietors, filming and recording a service period, editing, critiquing and reflecting will make use of a range of ICT’s and engage the student in a learning process involving higher order thinking typified in Bloom’s Digital Taxonomy. (Churches, 2009). Students could then retell the 'perfect' story digitally as a comparison to the real situation. This would fulfil the requirements of engagement theory basics of relate, create and donate as students suggest solutions to problems identified in the first story.
I have recently undertaken a Hospitality course in the vocational education sector where the need for authentic tasks has long been identified. However the need to engage the learner has been overlooked with much of the ‘underpinning’ knowledge delivery in this sector being book based and boring. To engage kinaesthetic learners in a digital environment requires a ‘hands on’ approach in which digital storytelling can be an ideal process for the acquisition and extension of knowledge.
Storytelling is a traditional means of communicating and valued across all cultures. Digital storytelling communicates in the language of the digital native.
Cheers
Sue
Churches, A. (2009). Bllom's -Understanding. Retrieved December 14, 2009, from Educational Origami: http://edorigami.wikispaces.com/Bloom%27s++-+Understanding
Kearsley, G., & Shneiderman, B. (1999, April 5). Engagement Theory:A framework for technology-based teaching and learning. Retrieved December 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
"B" is for "Blogging" and "Blooms"
Synopsis of Design for incorporating blogs in class.
1. Direct students to open https://www.cybersmart.gov.au/Teens.aspx
2. Students to read/complete the four activities in this section.
3. Ascertain prior knowledge from students about blogs.
4. Do a “plus, minus, interesting” of using web logs.
5. Explain that ICT is embedded in all our subject areas
6. Instruct students in setting up their blogs and following team members.
7. Remind students of netiquette.
8. Instruct students about course requirements of blogging as outlined in their profile and criteria sheet.
9. Do a practise blog by introducing yourself, team members and task.
10. Publish your post.
11. Comment appropriately on other blogs.
12. Bring the virtual into the real world class context by students presenting their findings to the class orally, visually and technologically.
As a student teacher, this is how I would go about using blogs in the classroom. I have directed the students to the teen section of the government cybersmart website and would not proceed further until all students are very familiar with these stories and activities. Blogging could be the digital equivalent of a journal and is a valued tool in critical thinking. “Blog Journalling – This is the simplest of the uses for a blog, simply a student “talks” “writes” or “type” a daily or task specific journal. This show a basic understanding of the activity report upon. The blog can be used to develop higher level thinking when used for discussion and collaboration.” (Churches, 2009)
Further information on Bloom’s Digital Taxonomy can be found at http://edorigami.wikispaces.com
Exciting!
Regards
Sue
Reference:
Churches, A. (2009). Bloom's -Understanding. Retrieved December 14, 2009, from Educational Origami: http://edorigami.wikispaces.com/Bloom%27s++-+Understanding
1. Direct students to open https://www.cybersmart.gov.au/Teens.aspx
2. Students to read/complete the four activities in this section.
3. Ascertain prior knowledge from students about blogs.
4. Do a “plus, minus, interesting” of using web logs.
5. Explain that ICT is embedded in all our subject areas
6. Instruct students in setting up their blogs and following team members.
7. Remind students of netiquette.
8. Instruct students about course requirements of blogging as outlined in their profile and criteria sheet.
9. Do a practise blog by introducing yourself, team members and task.
10. Publish your post.
11. Comment appropriately on other blogs.
12. Bring the virtual into the real world class context by students presenting their findings to the class orally, visually and technologically.
As a student teacher, this is how I would go about using blogs in the classroom. I have directed the students to the teen section of the government cybersmart website and would not proceed further until all students are very familiar with these stories and activities. Blogging could be the digital equivalent of a journal and is a valued tool in critical thinking. “Blog Journalling – This is the simplest of the uses for a blog, simply a student “talks” “writes” or “type” a daily or task specific journal. This show a basic understanding of the activity report upon. The blog can be used to develop higher level thinking when used for discussion and collaboration.” (Churches, 2009)
Further information on Bloom’s Digital Taxonomy can be found at http://edorigami.wikispaces.com
Exciting!
Regards
Sue
Reference:
Churches, A. (2009). Bloom's -Understanding. Retrieved December 14, 2009, from Educational Origami: http://edorigami.wikispaces.com/Bloom%27s++-+Understanding
Pressing buttons on powerpoint quiz.
http://www.mediafire.com/?1u0jloqe1d2
Quizzes on Powerpoint provide opportunity for a creative and engaging presentations. Students can take responsibility for their learning progress as they are able to resit the quizzes. The challenge for the learning manager would be to ensure that the student actually reads the questions and doesn't just press buttons to get the right answer.
Incorporating buttons is not difficult. I had some difficulty in understanding the options in the hyperlink menu, but practise will help.
Kearsley and Shneiderman(1999) recognises the cognitive processess of decision-making and reasoning in engagement theory, which are demonstrated in accessing a quiz. The fact that it is a digital medium will open doors to positive attitudes and perceptions for a digital native. For the learning manager, the quiz could be used as part of summative assessment or as a tool for assessing prior knowledge. Powerpoint quizzes could be used for teamwork or for individuals.
Overall, this technology is easy to use and access, is reuseable and assists in engaging the learner.
regards
Sue
Reference:
Quizzes on Powerpoint provide opportunity for a creative and engaging presentations. Students can take responsibility for their learning progress as they are able to resit the quizzes. The challenge for the learning manager would be to ensure that the student actually reads the questions and doesn't just press buttons to get the right answer.
Incorporating buttons is not difficult. I had some difficulty in understanding the options in the hyperlink menu, but practise will help.
Kearsley and Shneiderman(1999) recognises the cognitive processess of decision-making and reasoning in engagement theory, which are demonstrated in accessing a quiz. The fact that it is a digital medium will open doors to positive attitudes and perceptions for a digital native. For the learning manager, the quiz could be used as part of summative assessment or as a tool for assessing prior knowledge. Powerpoint quizzes could be used for teamwork or for individuals.
Overall, this technology is easy to use and access, is reuseable and assists in engaging the learner.
regards
Sue
Reference:
Kearsley, G., & Shneiderman, B. (1999, April 5). Engagement Theory:A framework for technology-based teaching and learning. Retrieved December 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
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