Touching the surface

Once I realised I could post my 1st movie attempt on flicker I was unable to save it for a later date...... It was fun to do as has all my attempts within our ICT activities and only just touching the surface.  When I related my wee... movie to the circular design by instructional technologist, A. J Romiszowski (1981). I  noticed it covers all outcomes of Engaging, Saying, Doing and in particular Seeing. "Ist west coast sunset" was a genuine portrayal of my vacation in Bali, a place of culture that pilgrimages to the sea shores at sunset with prayers of gratitude. You can notice the shift in light and people in and around the image, my text recalls the facts in association with my experience, hopefully it is interesting and open to future learning, signified by my step by step demonstration of my recorded west coast sunset.

This will be a wonderful tool for personal or class reflections, a platform to record information for applying pedagogy methods of knowledge and understanding and the ways of working and can be used as an assessment tool for assignments. 

Video - 1st west coast sunset

1st west coast sunset a video by debraspace on Flickr.

My podcast

Podcast attempt

This was fun for me to do, I thought that my web cam video would have been uploaded with the audio file I clicked all the allow buttons, but missing something obviously. This is my podcast link "live podcast"


This tool would be a wonderful way to communicate with students in preparation for future activities and to consider those who are less inclined to read information, to be able to utilise their audio learning style. Effective and functional for those with mobile phones and ipods to listen on the go or in the evening before bed. These podcasts could incorporate readings for all levels, even younger students through a stero in there room.   A podcast could be taken from a mobile phone or class computer to create educational and/or fictional stories, record reflections of experiences in class or excursions that students could have input in.  This would establish greater self esteem with pride in there works outcome and give a sense of real ownership to be valued. 

PLUSES Educational podcasts available on-line to research To provide terms and definitions on a learning website or wiki For students to express experiences Meditative and soothing nature sounds/music Used to learn and understand about the 5 senses, by listening to each other’s recordings Adding character s, animals and noise sounds within videos, presentations. animations and simulations, and on-line spaces For role plays  used in a vodcast Listen to remember main concepts to recall information Another option for story time is to listen and test listening skills Use a web conference to analyse information A tool to describe what has been observed

MINUSES May miss the special moment to record Annoying voices Challenging listening capabilities Technical issues

INTERESTINGS Be aware of copyright issues The many sounds available Using sound  instead of sight Audio literacy Learner centred Self educating Mobile capabilities, e.g. mobile phones, ipods and mp3’s

World Peace

World Peace, a photo by debraspace on Flickr.

This photo imaging tool picnik could work alongside other collaborative learning activities such as creating a book, telling a story using images as literature, eg. like in this image of world peace does not really need the text to explain it. So in that regard the choice of symbols are teaching learners to value and understand their meaning.

It could also be used in a photographic lesson, to re size and examine a image more closely, for example to modify a picture taken with poor lighting> This would turn declarative knowledge into procedural knowledge allowing HOTS such as designing, comparing, analysing whilst using specific ideas to share or work on individual projects.

Wiki, Website and open SWOT via my wiki

Ok I finally have got some work done and had a few challenges with my wiki and website pages, mainly because I wanted to change a few things and it ended up being easier to start again practically. I was also thinking of my teaching context, I will be working with grade 4 students this year and I came up with the wise old owl and then changed it to bright spark owl due to its bright colours. Anyway its a start, pretty simplistic really.

My wiki page is http://bright-spark.wikispaces.com/ and I got the 
idea from Carolyn's Corner who encouraged me to post my "Do Blogs have potential in Class Teaching SWOT" on my wiki page for you all to write your analytical points of reference.

At the moment I certainly nominate my wiki page as a great tool for my teaching context, simply because anyone can edit it or I can manage who can edit it.  I think children at a grade 4 level will be quite impressed about putting there own footprint on a live space for learning and see what eventuates. (of course I could change my mind on what tool to use for assessment 2 through this techno journey)

My website getting more the more complexed with to many choices of design etc. So it now basically reflects my wiki page. My website is  http://bright-spark.weebly.com/

©2007 Microsoft Office

My name is Fee a bright spark owl

   

All I can say is that I have never spent so much time on these dynamic tools of teaching and learning and look forward implementing them in a long life of fun learning. 

Educational Blogging to be or not to be

Our ICT Blog has engaged my learning, enjoying the shared space of different perspectives, opinions, approaches and learning from the techno savvy. I intend to view many blogs post some comments

Pluses	Minuses	Interesting
·         Student e-courses. ·         Publish student works ·         Students respond quickly ·         Peer recognition ·         Encourages students to write ·         Improves spelling ·         Builds relationship with teacher/learners and learners ·         Listen to different opinions ·         View and edit previous posts ·         Parent Student communication ·          Global and real connection ·         Teach how to learn ·         Informal approach ·         Links learning and life experience ·         Engages learning ·         Honest feedback ·         Motivation to achieve ·         Even playing field ·         Specific content/genre ·         Interactive responses/comments ·         Critical analysis ·         Community space ·         Replaces webpage functionality ·         Easy for teachers to post information ·         Simpler software ·         Latest information posted last ·         User  friendly for other ICT’s ·         Healthy competition ·         Publish new links and events ·         Assignment Platform ·         Assessment observation	·         Disengages some students ·         Bullying ·         Personal  judgement ·         High censorship ·         Learners comment to please  teacher requirements ·         Lacks authenticity ·         Copyright issues ·         Disinteresting	·         Need to title clearly for full effectiveness of content ·         Free flow verses constraining ·         Suited audience ·         Crosses the divide of all cultures, looks, intellect ·         Diverse professions ·         Key Speakers, authors ·         New Exposure ·         Different cultures, professions ·         Personal reflections ·         Journaling approach ·         Diary based, relative with what’s happening now ·         Expect the unexpected ·         Usage/life length ·         Occupational health and safety standards

Downes, S (2004) Educational Blogging, Educausereview, retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920

Google Blogger (2011) Blogger in the classroom, Retrieved from CQUniversity e-courses, EDED20491 – ICTs for Learning Design, Http://www.e-courses.cqu.edu.au

From Beyond School Blog

I thought this was an amazing blog, great posts and information, beautifully decorated and inviting. Got this video from the teaching gallery, pretty amazing how so many students have got involved and students per say from the world that add so much to learning, being trusted enough to do so and teachers are open to it by being able to monitor what information goes on the site.  

Funny that as I progress with my reading on ICT low and behold the video that I just posted was there!!! Talk about being one step ahead..... well in this instance. hee hee!  Its been happening a bit actually, I'm sure with others as well. The intuition kicks in yeah? I just wish I was more ahead in my course work, ok do my wiki!!!

Cheers! I'm glad that's over with....how about you?

Assessment 1 - Learning Design Brief

As I reflect and conclude on my blog wiki activities for information communication technologies for learning design I realise that all the learning theories provided and discussed have been present in all the three wiki’s, (profile, learning theory and mobile phone). These learning theories of behaviourism, cognitivism, constructivism, connectivism, and diversity establish the professional knowledge to facilitate and plan pedagogy in an eLearning environment. To facilitate and plan digital pedagogy a process of schemas known as nodes of information can scaffold the learning context by utilising constructivism theory as the foundation to determine its genuine functionality for engaged active learning.

Piaget’s (2009) role play podcast describes schemas as “a mental representation of an associated set of perceptions, ideas and/or actions.” Cognitivism theory claims that the mind stores schemas simulating the brains mental framework which categorises information in the long term memory bank (Bartlett, 1932 & 1958). With this unlimited knowledge base in mind the potential for enhanced learning can continue to be built upon, like the scaffolding techniques in the wiki activities.  These interactive schema’s of the profile template, plus minuses and interesting and Edward de Bono’s (1992) “planning to use the six hats” used in our eLearning activities clearly evidenced transformative thinking and innovative learning.

With our learning wiki’s in mind, the idea of behaviourism stimuli and cognitive processing being the only learning theories utilised, a more autonomous learning experience would have been achieved. Whereas added constructivism theory which adopts collaborative learning as demonstrated in the learning wikis, bridge the social divide (Leask & Pachler 2005). Scaffolding weekly activities engaged frameworks for teaching and learning with real contexts that had a purpose, challenged complex thinking and sought out creative ideas, whilst valuing contribution (Kearsley & Shneiderman, 1999).

Constructivism, connectivism and diversity theories network and construct eLearning environments with real connection, through respecting individual experiences, knowledge and perspectives of the world (Schuman,1996). Global networking creates an acceptance of diversity among learners from all sociological and cultural backgrounds generating comparison and personal value (Clark, D. R 1999). These eLearning environments enable information and communications to take place as evidenced through the learning design wiki’s which engaged collaboration of our learning content via moodle into digital pedagogy. As the activities posed the questions, we therefore had to engage in answering, editing and recording our content knowledge by ways of working the technology of learning design wikis.

A wiki design is a created web page database, that visitors can edit live, comment and build upon with the functionality of reviewing information and able to connect and operate other information communication technology within (Wiki. 2008).  This digital era of learning provides educational tools such as wikis to establish learning skills, complete tasks and continually flow the “cycle of knowledge development between personal/learner, network/learners and organisation/university,” structured on connectivism theory (Siemens. 2004).

When evaluating the profile wiki activity by its scaffolded learning and functionality it was clear that it achieved a starting point to begin our learning process by sharing personal information about oneself.  Each question scaffolded a personal profile which gave clear insights into who, what, how and why we are enrolled and this graduate diploma of learning and teaching. It certainly adhered to the function of a personal introduction in the means of a virtual meeting place enabling to get to know one another and define similarities and differences about each other.  It was also able to classify demographic information and acknowledged learning styles and diversities. It managed the classroom for our teacher to establish intra/interpersonal communications amongst learners and became a useful tool for the teacher to get a read on each learner. It performed a basic learning platform to grasp the technologies of clicking on a link to the wiki, highlighting connecting a personal link to our name and editing and saving a page, with the option to click on other learners profile information.

As I evaluated the learning theory wiki activity by its scaffolded learning and functionality it revealed that the pedagogy becomes more involved. The process engaged learning by having to collaborate with a fellow learner and make contact to discuss the choice of reading being offered to deconstruct and think through the pluses minuses and interesting schema. I found that this challenge stimulated the learning process and led me to, how we get this task done. This developed further use of information and communication technologies such as telephone, mobile phone, the computer, email, coffee lounge, personal blog, and Vyew’s drawing board; video conferencing and discussion tools, it had a purpose to achieve (Vyew. 2003). With all this recorded information it became a living file cabinet for both the learner and teacher to further review and develop learning. The teacher was able to facilitate and construct a template that integrated content knowledge, including key objectives to fulfil and had access to analyse and evaluate learners learning outcomes. 

Whilst evaluating the mobile phone wiki by its scaffolded learning and functionality the schema of Edward de Bono’s (1992) “planning to use the six hats” prompted a deep personal reflection on the complexities of using mobile phones in education. This schema provided inclusivity within the differences of social attitudes and cultural backgrounds, because the thinking hats have sociological components. This presented healthy arguments and complex reasoning to the entire group of learners to edit their views on the wiki template, reflecting ones state of mind on the position of “digital natives and digital immigrant’s moral stand on digital pedagogy in the 21^st century" (Prensky, 2001).

As I draw on all the information presented I recognise that all the three wiki’s contain solid foundations and frameworks that are both scientifically and practically evidenced. The pedagogy process of teaching and learning has demonstrated many elements known in the field of education. Those covered included pedagogy principles, learning theories, high order thinking skills, individual and group centred, teacher and learner centred (Killen, 2003). Each scaffold contained these and focused on teaching learners by learning within a collaborative learning environment. The wiki’s used as an education tool was successful in applying the knowledge content in relation to information communication technology and learning design. Each wiki began with declarative knowledge progressing to procedural knowledge and then advancing to high order thinking skills within sound strategies.  Overall the digital pedagogy evaluated has shown itself to be highly effective and fully functional by achieving learning theory in action. Enabling future success in 21^st century education in eLearning environments that can facilitate and plan to teach learners at all levels from K-12 and mature age students.

References

Bartlett, F.C. (1932 & 1958). Schema. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au 

Clark, D. R (1999) Bloom’s taxonomy of learning domains. Big dog & little dog’s juxtaposition of performance, learning, leadership & knowledge. Retrieved from http://www.nwlink.com/~donclark/index.html

De Bono’s, E (1992). Edward de Bono's six thinking hats. Kurwongbah State Primary School. Retrieved from http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htm

Kearsley, G & Shneiderman, B (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au

Killen, R (2003) Effective Teaching Strategies: Lessons from research and practice (pp.1-19)Thomson: Social Science Press. Retrieved from CQUniversity Course Resources Online EDED20456 - Pedagogical Content Knowledge, http://www.e-courses.cqu.edu.au  http://library.cqu.edu.au/cgi-bin/chameleon?function=INITREQ&search=FREEFORM&sessionid=16043&skin=&lng=en&host=localhost+3333+DEFAULT&usersrch=1&beginsrch=1&t1=1035%3A%22EDED20456%22%20%26%2021%3A%22CRO%22#

 

Leask, M., & Pachler, N. (2005) Learning to teach using ICT in the secondary school, (2^nd ed. pp. 91) Abingdon, Oxon: Routledge Taylor and Francis Group

Piaget, J (2009, May 4). Piaget and cognitive development [podcast]. Piaget’s constructivism, emerging perspectives on learning, teaching and technology. Retrieved http://www.coe.uga.edu/epltt/images/piaget_movie1.wmv

Prensky, M (2001) Digital natives, digital immigrants. On the Horizon, MCB University Press. Vol. 9. No. 5. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au

Schuman, L. (1996). Perspectives on instruction. San Diego State University. Retrieved from http://edweb.sdsu.edu/courses/edtec540/Perspectives/Perspectives.html

Siemens, G (2004) Connectivism: A learning theory for the digital age. Elearnspace: everything learning. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Sweller, J (1988). Cognitive Load Theory.  Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au

Vyew (2003) Vyew: share your view. Retrieved 16 March 2011. http://vyew.com/s/

Wiki (2008). What is a wiki. Retrieved 17 March 2011.- http://www.wiki.com/whatiswiki.htm

 

Monday Morning Reflection

Good morning GDLT folks

Yah!! Some new followers, thanks guy's!!

I am much clearer this morning. Starting my assessment1.

Cheers

Scaffolding the Blog Reflections in this way

SWOT Analysis

Strengths ·         Encourages critical analysis ·         Relates to Others ·         Engages problem solving ·         Creates  eLearning ·         Constructs categories ·         Breaks down information ·         One piece at a time to make a never ending whole ·         Mental catharsis ·         Real life experiences ·         Interaction	Weaknesses ·         Repetitive ·         Lacks face to face conversation ·         Summarises
Opportunities ·         Opens up to ICT's and digital technology ·         Tracks learners for assessment ·         Gages learners content knowledge ·         To develop successful educational blogs ·         Collaboration ·         Global connection ·         Digital Pedagogy	Threats ·         Lacks followers ·         Superficiality ·         Ticks the Boxes ·         Competition ·         Disvaluing

Scaffolding in Kuta

Blog Reflection So Far

This Blog............................... has been ever consuming with moments of pride and joy and complete chaos.  On  a collaborative scale it has been minimal, with only a few followers and real connectivism.  Personally I have learned a lot more technical applications (still not quite there) with the in's and out's of scaffolding my Blog as such and creating meaning with the course content. Though it seems to be another page in the ether's of cyber space.  I have followed a  handful of people that I met on residency and have not found the time to connect with everyone on the course. Hopefully I'll feel better tomorrow...............mmm this looks a bit like my concept map hee hee!!

Learning Design Framework

This Framework is a starting  point for me, thanks to Wendy's example. I found myself tying in the dimensions of learning and some points from the lesson plan to relate too. Obviously did not upload so well..

HIGHER        ORDER            THINKING                Habits of    Mind           Attitudes &             Perceptions	BLOOMS TAXONOMY Higher Order Thinking Skills	ENGAGEMENT THEORY	DIMENSION OF LEARNING	QSA Essentials
	Creating EVALUATION Designing Constructing Planning Producing Inventing Devising Making	Create Complex Thinking Creative Specific Ideas Own Projects	Habits of Mind Critical Thinking Creative thinking Self-regulated Thinking	Key Learning Areas
	Evaluating SYNTHESIS Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Finding Value	Create Authentic Contexts Authentic Contexts Purposeful Activity Sense of Control Problem Based Learning	Using Knowledge Meaningfully Decision Making Problem Solving Invention Experimental Inquiry Investigation Systems  Analysis	Links to Framework
	Analysing ANALYSIS Comparing Organising Deconstructing Attributing Outlining Structuring Integrating Classifying	Relate/Donate Collaborative Learning Team Efforts Communication Planning Management Social Skills Real Life Units and Solutions Values Contribution Charity/Community Projects	Extend and Refine Abstracting Comparing Classifying Constructing Support Inductive Reasoning Deducting Reasoning Analysing Perspectives Analysing Errors	Resources
Lower-order thinking	Applying APPLICATION Implementing Carrying out Using Executing	Relate  Create Donate		Assessment
	Understanding COMPREHENSION Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining		Acquire & Integrate Knowledge Procedural Knowledge-construct model, shape, internalise	Evaluation & Reflection
	Remembering KNOWLEDGE Recognising Listing Describing Identifying Retrieving Naming Locating Finding		Acquire & Integrate Knowledge Declarative Knowledge – construct meaning, acquire and integrate knowledge, internalise/store  knowledge

Clark, D. R (1999, June 5) Bloom’s Taxonomy of Learning Domains. Retrived March 8, 2011, from Big Dog & Little Dog’s Juxtaposition of Performance, Learning, Leadership & Knowlede: http://www.nwlink.com/~donclark/index.html

Schneiderman, B Kearsley, G (1999, May 4) Engagement Theory: A framework for technology-based teaching and learning. Retrived March 8, 2011, http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R. J & Pickering, D.J (1997) Dimensions of Learning: Teachers Manual, 2nd Edition, Mid-continent Research for Education and Learning, Colorado, USA