Excelstorybook demo

How NOT To Use Powerpoint By Comedian Don McMillan

Post Factum Contemporary Dance Piece

My arts river journey

The arts in our pedagogy content knowledge has been inspiring to me and I hope to polish some simple chords on the guitar to sing songs with students and the number of other wee add ins of the arts where I can conjure the courage.  Such a fun medium to learn and let loose hah!!

My river journey is purely reflective of my NOW moment and really I have no real recallection of my teachers and the arts so much, just that I mucked around in class abit and did well on a year 11 exam a sketch of a roman god statue, probabably the observation of the male body was pretty cool at 16...mmmm.

The Spectrum Song

Assessment 2 – Analysis of Digital Technologies

This is a reflective synopsis of learning technologies that are available for elearning suited to particular teaching areas or subjects. Information communication technologies are recognised in Education Queensland essential learning’s as integral pedagogy within all its key learning areas. Global movements of digital education are now a fact of life with universities and schools utilising the World Wide Web for flexible learning that no longer need to be face to face. However, having the opportunity to teach with digital technologies in the classroom is in demand with engaging student participation in the three R’s of reading, writing and arithmetic, bringing standard education practices into the now. This is where proficient teaching in information technology communications comes in, adapting pedagogy within learning designs, enabling students a fun and practical way to experience what they know and understand in interactive ways of working, students can take in information, using critical thinking and high order thinking skills. (Marcus, S 2005)

As part of this assessment I have chosen nine digital tools out of the four group technologies referred to in the table below, some more detailed than others. Please find the digital tool links as evidence in the appendices section below, some are highlighted within, but not all as there are several ways of posting to blog as I found out along the way. When exploring the digital tools within this course, there are endless discoveries to consider and I chose to include the digital tools that I have applied the most techniques and intend to use within an elearning environment.

Group Technologies	Digital Tools
Group 1 technologies – online spaces	blog – http://debraspace.blogspot.com wiki - http://bright-spark.wikispaces.com
Group 2 technologies – multimedia	audio – podomatic image – picnic digital video/windows live movie maker
Group 3 technologies – presentations	interactive poster – glogster powerpoint presentation via video zooming presentation - prezi
Group 4 technologies – animations & simulations	concept mapping – text2mindmap /bubblus

From the first group technologies on-line spaces I have chosen two digital tools a blog spot from “Goggle Blogger” (1991-2011) and a “wikispace.” (2010). My blogspot debraspace has proved itself to keep me engaged in my class content of information communication technologies and learning design through its collaborative class experience and creational design. “Many educators worldwide, from K-12 teachers to university instructors, have found the blog a good fit for students to reflect on their development throughout a course.” (Ko, S & Rossen, S 2010). This supported shared learning, personal reflections, posted comments and peer recognition has transformed my learning through a digital educational platform drawing on constructivism and connectivism learning theories.

So is Educational blogging to be or not to be? Yes absolutely, refer to this post for analysis. To use a blog in the classroom I would start by discussing a class topic and explore it using a thinking routine like see, think, wonder. (Visible Thinking, n.d.) This process encourages interest and curious investigation of what is observed, perceived and speculated about the class topic. By now the students have found real value through analysing and evaluating researched information and can begin to create a blog. Through teacher supervision constructing a related interface in a blog can commence and begin the process of having the class post, edit, upload, create, manipulate and link information. This knowhow of elemental tools in elearning design can transform units of work that the whole class has authentic ownership and pride that can continue to evolve.

A “wikispace” (2010) whilst similar to a web page has the added bonus of an interactive interface engaging collaborative authoring of text, image, audio and video. (Matt, B, Hedberg, J. G & Kuswara, A 2010). In teaching students I would use a wiki to co construct information through producing schemas like the swot in my wiki, making lists, evaluating and analysing brainstorming ideas, outlining storylines and creating projects. (Clark, D. R 1999). This digital tool could be used to assess student knowledge and understanding and observe progression and evidence outcomes.

When considering a blog or wiki in the classroom it is apparent that it’s openness of display could cause safety concerns for educators and parents within a public domain. Both blogs and wikis have the option to be open to the public or used privately with either invited or requested participation. As a teacher I would ensure the school’s safe ethical guidelines are in place in conjunction with “Education Queensland, risk management” such as teacher monitoring, controlling context, safe legal imaging, zero tolerance with all permissions of consent forms in relation to multimedia would be pre-established. (Education QLD.  2002).

From the second group technologies, audio, image and digital video, I chose one from each technology and through investigating them further it is evident that they crossed over into multiple technologies of on-line spaces, presentations, animations and simulations.

Kristina Woolsey (2005) states “that oral media of speaking and listening are considered to be the core ‘language arts’ and highly valued in schools as being a central focus on general literacy concerns.” When attempting my podcast and pmi analysis, I found it is a very valuable audio tool in education and offers further dimensions to enhance an elearning space. As a teacher I can voice record information that can be relayed more clearly than on paper. Students can record their experiences; speak characters from or within a created story or role play. Describe images, symbols and text and apply audio files such as voice, sounds and music within interactive games and presentations. Sound has an aural language that speaks to you and is evidenced within my podcast via “podomatic” (2011) by my voice recording, music throughout my “Bali family holiday digital video” and as a sound wave file within my “glogster presentation.” (Marcus, S 2005).

Images are widely used for creating pictorial conversations within organisations, advertising and marketing and within education. Students will use critical thinking skills for interpreting and comprehending the meaning of many different images. Such as comparing and contrasting graphs and diagrams, problem solving for resizing an image into digital media are examples of sophisticated visual literacy skills. (Thibault, M & Walbert, D 2003).

The imaging tool “Google Picnik” (2010) has many graphics that students can create symbolic meaning like evidenced within my world peace example.  Students can take photo images and add them to software for creative works such as birthday charts, projects and presentations, recall experiences and decorate the class room with symbolic meanings and literacy prompts. Upload photos into an interactive whiteboard and retell experiences of camps, excursions and other activities. (Price, H 2009).

Digital video is a popular way of transforming information with elements of entertainment used in my Bali family holiday video produced in “Windows live movie maker” originated from my PowerPoint presentation. (Microsoft. 2006). In school I would use this digital tool often by getting students to record class experiences (seeing),  to create factual associations (saying), trigger interest on a particular subject (engaging) and used as a step by step demonstration (doing). (Romiszowski, 1981)

When using multimedia it is my responsibility as a teacher to use the correct legislation in regards to copyright and safe image control. All people permissions must be sought; for students, teachers, children, family, friends and public and issuing a parental permission of consent for student images in multimedia is usually common practice at the commencement of every school year. Whilst it is advised not to use student images on the web for safety and ethical issues, student images can be used for visual display within the school class environment, school newsletters, local papers and possible secure on-line educational sites, keeping all original image files in a secure place. Using audio, images and digital video is a multi faceted learning situation and copyright terms need to be followed wherever possible and attribution should always be acknowledged and visually cited.  “Smartcopying” is a website for teachers and students with clear guidelines for these types of issues. (Smartcopying. 2008).

I have chosen three presentation technologies using digital tools of “Glogster Edu,” (2011) “PowerPoint” (Microsoft. 2006) and “Prezi.” (2011). My favourite of the three is Glogster because of it is very artistic and creative without the mess and has a great final outcome that is visually attractive. Thinking hats demonstrates how Glogster is a supported education tool that provides a live platform of elemental functions to produce interactive posters for elearning. This is easily accessible for students to use within the classroom because it is all on the one page engaging creativity straight away. It has the possibility to be quite sophisticated with its applications and offers fun exploration through its education library and graphical section. I would use it for class assignments working in pairs or squares.  

PowerPoint offers multiple applications and is still a solid tool for factual information complimented with imagery for class pedagogy and it will be one I will use in the classroom from a teachers perspective once I have mastered some more of its complexities. My Prezi offered an innovative way to interact with content and I enjoyed creating it and the finished outcome I achieved, but it is not high on my list for an elearning environment but could be beneficial for homework or an individual learning creation, see PMI.

From the group four technologies of animations and simulations I chose concept mapping digital tools “Text2mindmap” (2008) and I used “Bubblus” (n.d.) earlier on this course. Out of the two I much preferred my concept map in Text2mindmap because linear text can be created in a word document and easily copied and pasted into the provided window, once you have got the function keys under control it has a fast result and can be saved as a personal file for future use.  When students create a concept map it helps to reflect on relationships between ideas and concepts, to deconstruct and remember information. (Matt, B, Hedberg, J & Kuswara, A 2010). Even input of small amounts of text improves spelling and word associations and can give clear guidance and understanding when uploaded as an image or printed and posted on a classroom wall.

In conclusion of this synopsis it is clear multimedia is the core basis to be proficient in teaching information communication technologies as it transfers to all the other group technologies.  I appreciate the many digital tools available and will endeavour to extend and refine my digital elearning environments to enhance my learning design. A hypothesis elearning theory suggests that, “the choice of elearning tools should reflect rather than determine the pedagogy of a course; how technology is used is more important than which technology is used. (Nichols, M 2003). As students continue to evolve in their natural techno environments it can only be essential to continually use group technologies in education as it relates to today’s media language and life’s realities. Whilst not completely relied upon in education but to bring a holistic approach in education practices using the Technological Pedagogical and Content Knowledge model as a solid foundation to incorporate elearning. (Mishra, P & Matthew J, K 2008)

Appendices

Animations and Simulations Concept Map & Swot analysis

http://debraspace.blogspot.com/2011/04/concept-map-swot_04.html

Concept Map via bubblus

http://debraspace.blogspot.com/2011/03/concept-map_07.html

Do blogs have potential in class teaching SWOT

http://bright-spark.wikispaces.com/Do+Blogs+have+potential+in+Class+Teaching+SWOT

Educational Blogging to be or not to be

http://debraspace.blogspot.com/2011/03/educational-blogging-to-be-or-not-to-be_21.html

Glogster interactive poster

http://debraspace.blogspot.com/2011/04/glogster_8968.html

Glogster thinking hats

http://debraspace.blogspot.com/2011/04/glogster-thinking-hats_1037.html

My first Prezi

http://debraspace.blogspot.com/2011/03/my-first-prezi.html

My podcast

http://debraspace.blogspot.com/2011/03/my-podcast.html

Podcast attempt

http://debraspace.blogspot.com/2011/03/podcast-attempt.html

Power point video

http://debraspace.blogspot.com/2011/04/power-point-video_07.html

Prezi PMI

http://debraspace.blogspot.com/2011/03/reflections-on-prezi.html

Risk Management and Smart Copying links
http://debraspace.blogspot.com/2011/04/consent-forms-and-smart-copying-links_13.html

Wiki, Website and open SWOT via my wiki

http://debraspace.blogspot.com/2011/03/wiki-website-and-open-swot-via-my-wiki.html

World Peace

http://debraspace.blogspot.com/2011/03/world-peace.html

References

Blogger (1991–2011) Google Blogger: create your free blog. Retrieved from 22 February 2011.  https://www.google.com/accounts/ServiceLogin?service=blogger&continue=https%3A%2F%2Fwww.blogger.com%2Floginz%3Fd%3Dhttp%253A%252F%252Fwww.blogger.com%252Fhome%26a%3DADD_SERVICE_FLAG&passive=true&alinsu=0&aplinsu=0&alwf=true&ltmpl=start&skipvpage=true&rm=false&showra=1&fpui=2&naui=8#s01

Bower, M, Hedberg, JG & Kuswara, A 2010, 'A framework for Web 2.0 learning

design', Educational Media International, vol. 47: no. 3, pp. 177 — 198

Bubbl.us (n.d.) Bubbl.us: Brainstorming made simple. Retrieved 17 March 2011. https://bubbl.us/

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

Education Queensland (2002) Risk Management. The State of Queensland (Department of Education and Training. Retrieved 12 April 2011. http://education.qld.gov.au/web/schools/riskman.html

Glogster poster yourself (2011) Glogster Edu: Teachers, improve the future with a new way of teaching! Retrieved 17 March 2011.

http://edu.glogster.com/

Ko, S & Rossen S (2010) Teaching online a practical guide, Routledge, Hoboken Taylor & Francis (3^rd ed. p. 197) [e-book] Retrieved from http://www.cqu.eblib.com.ezproxy.cqu.edu.au/patron/FullRecord.aspx?p=484742&userid=JqKXnWcIR4tgomqbYfoqGw%3d%3d&tstamp=1302831570&id=653818C2F7A0A34E0CD165BB0FB24B6E450A4A20

Marcus, S (2005) The new illiteracies: what is basic education now? The 21^st century literacy summit. Retrieved from http://archive.nmc.org/summit/New_Literacies.pdf

Microsoft (2006) Microsoft office home and student 2007: 3 Home PC Licenses. http://www.microsoft.com/office

Mishra, P & Koehler, M, J. (2006) Technological Pedagogical Content

Knowledge: AfFramework for teacher knowledge. Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au

Nichols, M (2003) A theory for eLearning. Educational Technology & Society. Retrieved from http://www.ifets.info/journals/6_2/1.html

Picnik (2010) Google Picnik: Photo editing made fun. Retrieved 17 March 2011. http://www.picnik.com/

PodOmatic, Inc (2011) Podomatic: Best free podcasts. Retrieved 15 March 2011. http://www.podomatic.com/login

Prezi (2011) Prezi: Create astonishing presentations live and on the web. Retrieved 17 March 2011. http://prezi.com/

Price, H (2009) The really useful book of ICT in the early years, (pp. 146 & 147) Abingdon, Oxon: Routledge

Romiszowskio, A J. (1981) A space of learning for the use of designed video. Cited in Schwartz, D L & Hartman, K (n.d.) It is not television anymore; designing digital video for learning and assessment, Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au

Smartcopying (2008) Smartcopying: The official guide to Copyright issues for Australian schools and Tafe. Retrieved 13 April 2011. http://www.smartcopying.edu.au/scw/go

Text2mindmap (2008) Text 2 mind map. Retrieved 19 March 2011. http://www.text2mindmap.com/

Thibault, M & Walbert D (2003) Reading images: an introduction to visual literacy. Learn NC K–12 teaching and learning from the UNC School of Education. Retrieved from

http://www.learnnc.org/lp/pages/675?style

Visible thinking (n.d.) See/think/wonder: a routine for exploring works of art and other interesting ideas. Harvard project zero. Retrieved from http://www.pz.harvard.edu/vt/visibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/

SeeThinkWonder/SeeThinkWonder_Routine.html

Wikispaces (2010) Wikis for everyone: Wikispaces. Tangient LLC. Retrieved from 16 March 2001. http://www.wikispaces.com/

Woolsey, K (2005). New media literacies; a language revolution,

New media literacies Project (draft 1.1) Retrieved from CQUniversity e-courses, EDED20491 - ICTs for Learning Design, http://www.e-courses.cqu.edu.au

Risk Management and Smart Copying links

Queensland Department of Education and Training website
http://education.qld.gov.au

Risk management
http://education.qld.gov.au/web/schools/riskman.html

Consent to use Copyright Material, Image, Recording or Name
http://education.qld.gov.au/strategic/eppr/legal/lgspr001/

Smart Copying website www.smartcopying.edu.au

The Official Guide to Copyright Issues in Australian Schools and TAFE
http://www.smartcopying.edu.au/scw/go

Margaret Gould Stewart: How YouTube thinks about copyright | Video on TED.com

Monday morning reflection

I am still presently doing my assessment 2 synopsis with not much success. Having trouble tying it all together hopefully the web conference tonight might help?.  snowed under by the univseral techno field of endless information and applications..  HELP!!!! my brain needs a new upload to keep going in this course.   Mmmmm abit concerned how I will go with this one. Well that feels better to express how I'm feeling anyways

Power point video

Power point is a great digital tool to use for classroom intstruction, documentation and a great starting point for more complexed slides with wider choice of elements to produce interactive powerpoints and movies. This is useful for teachers to deliver class content, invite interaction and assess students. Students can develop their own movies for class presentations.

So I have only really touched on the surface with this digital tool, having created my story line and outlining I found it not so straight forward to transfer to power point from windows 2007. Once I had completed my power point, which in itself is a great digital tool, yet again I found it difficult to workout how to transform the slides into images, after much research I typed in to google and got my answer.... go figure?  Hey presto I then decided to proceed to movie maker for this power point video.

This activity I avoided to the end it looked like to much fiddling around for my liking. Anyway I dived in....

©2007 Microsoft Office

Animations and Simulations Concept Map & Swot anaysis

Earlier in week 2 I used bubble.us for a mind map, whilst it served the purpose of what I needed for a pedagogy principles activity, I actually prefer text2mindmap better, especially with linear information that can be created in word and then copy/past on-line. I think this would be an effective tool for secondary students to use, as it has a more mature feel to it and would be great as a schema to deconstruct information.

Strengths ·         instant outcome ·         effective to transform linear text ·         basic elements and easy to use to          present a step by step process or          instructions ·         can be used for individual or group work ·         student and teacher tool	Weaknesses ·         unable to save uncompleted map on-line ·         basic graphics ·         has no shelf life
Opportunities ·         can be used as a schema tool to deconstruct information ·         create word/text posters for classroom ·         student and teacher tool ·         can set up a page in wiki for collaborative ideas/info then transfer into map map	Threats ·         can change and mess up design if not kept on freeze fame and have to start again ·         to use with a final outcome in mind

Monday morning reflection - assessment 1

Greetings happy cohort I trust you all did well Congratulations

Well the light is a shining brightly. How long will it last is the question?  I am delighted in my result of HD, even though I felt self assured I did pretty ok, I was not expected this.... Maybe we have an easy marker on our hands, not sure, but I am proud as punch, the sangria kind, hot, spicy and smoking....  Well change is a definite guarantee and it shall motivate me further to do well, well GREAT here's hoping comrades..

                                     ©2007 Microsoft Office

                                                                                        

Glogster thinking hats

As a digital learning tool, I loved this process of being childlike again, in a creative and fun place to design, pretty much whatever you like on Glogster.  It takes the control of all the elements that a usual art project lesson needs. Not to say there is no room for the paints and cut outs in class, it’s just a explorative new learning tool, that aligns with pedagogy methods of using ICT in the classroom, for finding and using information, learning in the doing, and critically comparing, contrasting and manipulating, whilst inventing an original living work of art, that’s academically and theoretically acceptable.  Definetly a favourite of mine!!!

		GLOGSTER THINKING HATS SCHEMA
Hat	Key Questions	Activity Ideas
White Hat Objective	Information: 1. What information do we have? 2. What information is missing? 3. How do we get the information we need?	Produces relevant assignments, portfolios, class projects, homework Connects curriculum, instructions, observations and  assessment methods Can upload factual information Has unlimited shelf life, (can be added to) Has own education resource library Class research through teamwork and between students and teacher/s
Red hat Intuitive	Feelings: 1.  What do you like about the idea? 2.  How do you feel about this? 3.  What don’t you like about this?	Offers different formats balancing factual knowledge, implementing concepts and skills and creative multimedia activities Creative and visually appealing, expressive content, a live project enhanced by web 2.0 tools New exciting fun way to learn with endless possibilities of usage Takes the kinaesthetic feel out of a cardboard paper project with paints and textures etc.
Black Hat Negative	Judgement: 1.  Will it work? 2.  Does it fit? 3.  What are the dangers and the problems?	Yes works effectively with easy elemental functions within a interactive visual platform Could be time consuming National Education Standards approved Dependant on adobe flash supportive software Needs to be saved regularly Privacy issues are managed (public/private/shared) and controlled in a secure and safe digital environment (eg. Classroom) with teacher occupational health and safety management
Yellow Hat Positive	Benefits: 1.  What are the benefits? 2.  Why should it work?	Expands digital literacy and links other resources Able to preview and resume at a later date Builds repour between students and teachers Can be applied independently or collaboratively Very well managed and easy to use learning tool all provided on the one single online page. Demonstrates what students know, engaging interests for further development and requires problem solving skills
Green Hat Creative	Creativity: 1.  Exploration of the ideas 2.  Proposals and suggestions 3.  Alternatives 4.  New ideas 5.  Provocations	Fun and flexible for simple or complicated activities, endless ideas and understandings. Interface consists of, graphic galleries, uploads/links/grabs images, video, audio and webcam.  Animation graphics, attachments, drawing and Glogster website display Great for artistic design and easier usage than some other presentation tools Attractive to all school year levels but entirely doable with younger learner’s Great introduction to digital designing learning tools Educationally supported within safe ethically environments
Blue Hat Process	The Process: Where are we now? What is the next step? Where have we been? What sort of thinking is needed?	It has Glog associations of alerts, favourites, ratings, library on subject matter, search engine, RSS feeds and comments School/class recognition, professional display, global learning and networking. A new way of interpreting the world in which we live, identifying new information and cultural diversity. Further inventing, creating and problem with critical thinking’s skills.

References

Glogster - Poster Yourself, (2011). What is glogster EDU, retrieved from http://edu.glogster.com/what-is-glogster-edu

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