Fairy Tale Unit Concept Map

My E-Learning Journey

During the last seven weeks of my learning journey with digital tools, I have read a lot about how students have fundamentally changed and how the way we teach must therefore change (Prensky, 2001). While I acknowledge that the industrial model of education is for a bygone era, I think the way we teach is changing and this course is evidence of that evolution.

As a digital immigrant with a very thick accent, I have been challenged and stretched to develop new skills with ICT’s. What I have learnt through this process is that regardless of which new flashy gadget you use, the focus must always be on the learner’s needs, interesting and developing significant academic content. We are not merely teaching about ICT but through them to enhance the learning experience. Engagement and motivation are not created in our students by just teaching them about the world, but by partnering with them to help them to discover ways to explore their world (Prensky, 2010). Digital tools are a significant element within their world and as such are an important resource for learning managers in 21st century education.

The digital tools I have evaluated have been assessed and categorised using the Big6 information processing model (Eisenberg & Berkowiz, 2010). I have done this to reinforce the value and purpose of each tool within the classroom. All of these tools can be used to enhance students information seeking and problem solving skills at several of the information processing stages. These skills have become increasingly vital within today’s information age as they empower students to control and direct their own learning. Through skilling and motivating students to connect with their world using current technology we are developing lifelong learners.


The Big6 stages of information problem solving:

Task Definition using Digital Concept Maps
Concept maps created through programs such as Bubbl.us facilitate a student’s ability to deconstruct and define the key elements and issues of a task. They are a metacognitive tool which allows students to develop their understanding of concepts by creating a visual representation of the hierarchical interrelationship between the concepts (Ku, 2007).

My initial perspective on this digital tool was tainted by my frustration with technology due to my own low digital literacy levels. However, after discussions with my peers and further research I discovered the true potential of this tool. By creating the visual representation of their understanding, students can: explore the topic, engage their prior knowledge, identify misconception, identify areas that need to be researched and compare their understanding with others. This creative process will allow students to work collaboratively to construct and comprehend knowledge.

The process of creating a concept map would not only assist students with remembering, understanding and applying content, but through the process of examining the relationships between the concepts, they would develop the higher order thinking skill of analysing and potentially synthesis (Frangenheim, 2007).

This tool would be particularly useful for engaging visual learners in my class and I would modify the depth of the content required to support or extend students with different abilities and digital literacy levels.

Creating digital concept maps, as opposed to drawing them, would give my students the opportunity to use and extend their digital literacy skills while creating a digital product that can easily be incorporating into other digital class projects such as: blogs, wikis or interactive PowerPoints.


Information Seeking Strategies using On-Line Surveys
Websites such as SurveyMonkey provide users with free access to software that easily creates a range of different types of digital surveys, several options for methods of collecting responses and a program that assists in analysing the feedback.

Within the classroom, on-line surveys could be used by the learning manager for assessment of students’ current or developing understanding or for storing student data for future comparison or reporting. While gathering primary data, students would use this tool to meet the Mathematics Chance and Data requirements of collecting and interpreting data (QSA, 2008) through a fun and authentic context. The process of creating the survey would also be purposeful in developing students understanding of research, types of question and critical thinking skills.

Using on-line surveys to determine sources of information would open my students’ access to more knowledgeable others in the class next door, at home or on the other side of the world. Surveys facilitate a Social Constructivist model of learning as students are able to access a communal knowledge of ideas, understanding, experiences and feelings on a topic. They can then develop their own understanding by compiling the information, identifying trends and reflect on how it measures with their own ideas (McInerney & McInerney, 2006).


Location and Access Information using Digital Videos Storage Sites
Digital Videos can be a powerful resource within the classroom to convey information, emotion, content and context. They provide access to experiences within the classroom that may otherwise be impossible, such as historical film footage, slow motion or sped up actions, animations or simulations and images from around the world. The content on these sites provides quick access to resources on a wide range of topics, opinions and viewpoints all with at very different levels of complexity and credibility. They would be a particularly engaging way to reach students in my class that learn best through visual and audio modes.

To find and use these tools appropriately, it is important for both learning managers and students to have a good understanding of how to safely navigate digital video storage sites such as YouTube, TeacherTube or Google Videos. I discovered firsthand many of the drawbacks with using these sites: inaccurate content, inappropriate content, endless searches if the parameters aren’t specific enough and inappropriate pop-ups. Using TeacherTube can reduce these issues but to ensure the security and validity of the content, learning managers should pre-screen appropriate clips and embed them into a virtual classroom or the school Intranet. This would allow my students to develop their critical literacy and research skills by selecting the most appropriate clips from a ‘safe’ selection of approved material.

Allowing my students to accessing information through digital videos is important as it has been shown to increase student engagement and participation in the learning process (Cocciolo, 2009). It would also enhance my students Inquiring with ICT skills of finding and evaluating information on safe sources (Smart Classrooms, 2009).

Using digital videos to locate and access information promotes a Connectivist philosophy of not having to know everything, instead my students need a knowledge of how to access the information when it is required (Siemens, 2004).


Use of Information through Learning Objects
Learning objects are an amazing resource that I have often used in my class. This tool can be used to engage student with content which allows them to investigate relevant information (Eisenberg & Berkowiz, 2010). When used on an interactive white board or data projector, students are able to explore concepts using problem solving, modelling, experiments, analysis, data manipulation or game based learning. Through this interaction, students become absorbed in the concepts which results in higher levels of: engagement, motivation and met learning outcomes (Evans, 2010).

I have found learning objects to be a useful learning tool whether the students use them individually to explore or consolidate their knowledge or if they are used to explain a concept to the whole class on the smartboard. They have been particularly useful for developing my students’ comprehension of abstract concepts in Mathematics and Science through being able to manipulate representation and simulations.

After considerable peer discussion regarding the use of learning objects in the class, some clear issues arose: limited access to computers, off-task behaviour if not engaged, over use of the tool leading to monotony and spending too long on Curriculum Exchange looking through all the options.

However, I think that a carefully selected learning object allows students to apply their developing declarative knowledge which leads to the shaping and internalising of procedural knowledge (Marzano, 1997). Learning objects should not just be fun games, but should hold academic value that is integral to the learning content and process (Bratina, Hayes & Blumsack, 2002).

One substantial advantage I have found with learning objects is accessing safe corroborated items that have been sourced from Curriculum Exchange. These learning objects could then be placed in a Virtual Classroom for students to access at school or at home. This provides extra support or extension for students on targeted concept areas. The learning objects a usually self explanatory (in true game style) which would minimise the stress on parents of having to assist with extra homework and would increase student motivation.


Synthesis using E Books
Ebooks are an excellent way for students to collate and present the understanding they have developed over the course of a unit of work. Websites such as My EBook offer free access to a ‘library’ of ebooks created by other users or the software for students to create their own.

I found the process of creating an ebook to be relatively easy once I had worked out how to use all the functions. My grade 2 class have developed many of the skills needed for using this program through their experience presenting through other Sythesis tools of MovieMaker and PowerPoint. With scaffolding and support, my students could work collaboratively to create basic ebooks that would demonstrate their understanding of a concept and develop their Creating with ICT skills (Smart Classrooms, 2009).

The benefit of presenting work through a Web 2.0 tool like an ebook is that they increase student levels of motivation and participation as students feel like they have greater control of their learning and are contributing to the world’s communal knowledge (Evans, 2010). Ebooks also give students the opportunity to upload other digital tools they had created such as Word Clouds, images, videos, surveys, Podcasts, PowerPoints and links to other sites.

When using this tool, I would have to ensure that I provide a safe and ethic learning experience by preselecting copyright approved digital images and digital videos that students could upload onto their eBooks. Also I would have to be mindful about where the books are published and who has access to them.


Evaluation using Voki Avatars
While Voki Avatars would make a creative way to Synthesis information through presentations, I also think that it would be an engaging tool to use for student evaluation and reflection. Students could use personal simulation programs, such as Voki or Logitech software to reflect on their learning process, main learnings and areas of future interest.

The use of Avatars to judge the product and the process would utilise a fun reflection tool that would benefit shy learners, low literacy level learners, indigenous learners and non English speaking background learners. These students would be able to ‘hide’ behind their avatar, which may result in higher work stands because of reduced inhibitions.

Programs such as Voki make creating an avatar so easy that my students could easily be assisted through the process. Software such as Logitech would allow me to set up my laptop at the back of the class and give students the ability to create and record their reflections during the course of the day.

As they are a digital tool, Avatars can easily be incorporated into a blog, wiki, website, or Ebook to facilitate and enhance the reflections process and create a digital portfolio of the learner’s journey.



Over the past seven weeks I have been on a very steep learning curve. It has been a challenging journey of investigating a range of ICT tools and analysing them pedagogically, theoretically and through my classroom context.

Throughout this process I have been encouraged by the Connectivist approach to technology. I may not be an IT expert, but I now have a foundation of knowledge that gives me a basic understanding of a wide variety of tools across each of the Big6 areas that can be applied within my class. As a lifelong learner, I will continue to seek out new digital technologies that I can use within my class to engage my students, improve my teaching and assist all learners to maximise their learning potential.


The journey continues.

Lynn.





References

Bratina, T., Hayes, B., & Blumsack, S. (2002). Preparing teachers to use learning objects. Retrieved from
http://technologysource.org/article/preparing_teachers_to_use_learning_objects/


Cocciolo, A. (2009). Using information and communications technologies to advance a participatory culture: A study from a higher education context. Retrieved from http://proquest.umi.com/pqdweb?index=4&did=1850851681&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1282783810&clientId=20863


Eisenberg, M., & Berkowiz, B. (2010). The big 6. Retrieved from
http://www.big6.com/


Evans, A. (2010). Learning for the next generation: Predicting the usage of synthetic learning environments. Retrieved from http://proquest.umi.com.ezproxy.cqu.edu.au/pqdweb?index=7&did=2092672611&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1282822538&clientId=20863


Frangenheim, E. (2007). Reflections on classroom thinking strategies. Lodanholme, QLD: Rodin Educational Consultancy.


Ku, W.(2007). Using concept maps to explore the conceptual knowledge of technology students: An exploratory study. Retrieved from http://proquest.umi.com.ezproxy.cqu.edu.au/pqdweb?index=0&sid=2&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=20863&vname=PQD&RQT=309&did=1417812841&scaling=FULL&ts=1282531534&vtype=PQD&rqt=309&TS=1282531601&clientId=20863


McInerney, D., & McInerney, V. (2006). Educational psychology (4th ed.). Frenchs Forest, NSW: Pearson Education.


Marzano, R. (1997). Dimensions of learning (2nd ed.). Aurora, Colorado: McRel


Prensky, M. (2001). Digital natives digital immigrants. Retrieved from
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf


Prensky, M. (2010). Simple changes in current practice may save our schools. Retrieved from
http://etcjournal.com/2010/07/12/4918/


Queensland Studies Authority (QSA). (2007). Mathematics essential learnings: By the end of year 3. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_maths_yr3.pdf


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


Smart Classrooms, 2009. Student ICT expectations. Retrieved from
http://education.qld.gov.au/smartclassrooms/strategy/dp/studentict.html





Appendix of Peer Communication

Discussions about Concept Maps

- Thread on Amy Kennedy's blog

- Thread on Michael Hoskin's blog

Discussions about Digital Surveys

- Thread on Paul Schulz's blog

Discussion about Digital Videos

- Thread on My blog

- Thread on Kelly Blood's blog

Discussion about Interactive Learning Objects

- Thread on My blog

- Thread on Michael Hoskin's blog

Discussions about EBooks

- Thread on My blog

Discussions about Voki's

- Thread on My blog

Other Discussions

Interactive PowerPoints

- Thread on Sheena Stokes's blog

- Thread on My blog

Google Earth

- Thread on My blog

Movie Maker

- Thread on My blog

Blogs

- Thread on My blog

Google Earth

I have explored Google Earth for the first time.

I have seen it used by others and heard a lot about the different features but I had never had the time to explore it for myself before.

My first impression was that it was just a bit of fun for me (and the students) to look at an aerial view of their houses. But the more time I spent going through all the features, the more classroom application possibilities I could see.

This program would have been great last year in my prac class when I was teaching the students about the water cycle. We could have ‘gone to’ the local dam that supplies the area rather than just talking about it. When I was teaching a lesson on ‘bird’s eye view’ and mapping, this would have been the perfect introduction to what building like the school look from a different perspective. It would also have been useful when we were discussing the development and changes on the Sunshine Coast as I found a function that allowed you to look at a location now and then compare it with images dating back to 8 years ago.

However, my favourite thing about Google Earth (so far) is not on earth at all, I loved the function that lets you look at the Sky, Moon or Mars. It was amazing to see all the different Moon landing sites and the geographical features of the Moon. I was enthralled with this tool for several hours so I can imagine that the students would love it also.

One consideration when using this site, as with most of the tools, students would need ‘play time’ to explore the tool first (such as looking up their house) before they are required to use it for more in-depth research.

Google Earth would be an excellent tool for Accessing and Using Information. It could even be used to Synthesis information using the record function to create a presentation.

I will finish blogging now and go back to playing with Google Earth!

The journey continues – I’m on the journey to see more of Mars,

Lynn

My comments on Michael's blog

My mind is blogged: LEARNING OBJECTS: "I began looking into some of the digital learning objects and came across one that i have a personal interest in, Edheads Virtual knee sur..."

My comments on Sheena's blog

Sheena's e-Learning Journey: Interactive Powerpoint: "Drum roll please...here is my interactive Powerpoint. It did take me a considerably long time to create it however, it was my first time to ..."

My Comments on Paul's blog

Professional Blog: How to Make an Interactive PowerPoint Quiz: "Reference List Maddams, N. (2010, Apr 21). How to Make Interactive Quizzes with PowerPoint [Video file]. Retrieved from ..."

Movie Maker

I just created a brief digital portfolio, of my daughter’s work, using Movie Maker.

Movie Maker is a program that allows the user to insert images, videos, audio or music to create a movie. This program was a very easy to use and has so many different features.

This tool would be great to use in the classroom to Synthesis students learnings and create a presentation for assessment. Creating a movie using this tool would be an excellent collaborative learning task for students to complete in small groups. This type of project is what my grade two class will be doing in their next unit (which is why I have found the time to come back to this tool and experiment with it).

I am now looking forward to the next unit and my new skills using movie maker that I can bring to it.

The journey continues,

Lynn

My comments on Amy's blog

e.learning: Concept Map: "Hi all,So today I completed my first ever concept map. I found this tool to be extremely time consuming. I think that if you were to conce..."

Creating On-Line Surveys

Create your free online surveys with SurveyMonkey, the world's leading questionnaire tool.



I have just created my first online survey using SurveyMonkey.

You can do my short online survey about the E-Learning course by clicking on the link above.

Survey Monkey is one of many free websites that allows users to create surveys, collect responses and analyse the feedback. This site was very user friendly and did not require any specific programs to be downloaded first. A wide range of options are available for the survey style, structure and collection method.

Teachers could use this tool to pre-test students, for formative assessment, summative assessment or as a reflection mode. This would also have the benefit of providing a storage system for students’ results for later comparison and reporting.

Students could use this tool to gather primary data for research projects. This tool allows digital natives to collect and analyse their data in a digital format, reducing the need for inputting and printing out data. Students would be able to apply and develop their research and digital literacy skills through an engaging and student centred task.

On-line surveys would primarily be used in the Information Seeking, Locating and Access Information and Using Information stages (Eisenberg & Berkowitz, 2010).


The journey continues,

Lynn


References
Eisenberg, M. & Berkowitz, B. (2010). The big 6. Retrieved from http://www.big6.com

EBooks

I have just created my first EBook.

This was a little tricky to figure out at first, but once I worked out how to use all the functions, it was surprisingly easy.

The MyEBook web site can be used to view a range of 'books' in the library that have been created by other users or you can create your own.

This would be a highly engaging tool to use with older students or students with high levels of digital literacy. The functions are similar to those used when creating a website or a wiki so if students have done these tasks it would require less scaffolding to create an Ebook.

From the Ebooks viewed on this site, I think that this digital tool may not be as useful for Information Seeking or Locating and Accessing as the level of the content doesn't appear to be very credible (unless students are accessing a teacher created book). However this would be a very interesting tool to use for Synthesis or Evaluation of information (Eisenberg & Berkowiz, 2010). Creating an Ebook to demonstrate students knowledge and understanding would provide an assessment piece that is student centred, fun, motivating and engaging.

EBooks, if scaffolded well, could be a very useful digital tool to use in the classroom.

The journey continues,

Lynn


References
Eisenberg, M. & Berkowiz, B. (2010). The big 6. Retrieved from
http://www.big6.com/

Wordle

Wordle - s0140677: ""

I just created my first Wordle image.

This would have to be one of the quickest and easiest tools that I have used. I didn't have to log in, sign up, download programs or fill anything in. This would make this tool very convenient in the classroom as a teacher would not have to worry about students gaining access to the site or remembering another password. The process of creating the Wordle was simple: I just copy and pasted text from the first two weeks of lectures to create an E-Learning Wordle.

Wordle would be an interesting tool that students could use to express their key ideas on a concept or to add to a presentation or display. Very young students and students with low digital literacy levels would be capable of using this tool with only minimal assistance. This tool would also be useful for assisting students to learn and practice computer skills such as: selecting text, cutting text, pasting text, opening documents, entering blog posts or laying out a presentation.

This is not as versatile a tool as some of the previous tools I have reflected on, but it would definitely be useful for presenting and synthesising information in the classroom.

The journey continues,

Lynn

References
Wordle created at:
http://www.wordle.net/show/wrdl/2312100/s0140677

My comments on Amy's blog

e.learning: Looking Back on PowerPoint potential: "Hi all, I looked at the Interactive PowerPoint on Moodle and thought that it was a great idea, but to be honest, I did not attempt to lear..."

Voki Avatars

I have just created my first avatar using the Voki Avatar program.

This was a very simple process and one the students would have a lot of fun doing. Here lies one of the biggest drawbacks to the use of avatars in the class. I think that it would be a challenge to get students to focus on creating content when the delivery process is so much fun. Students would require a while to ‘play with’ and explore the program before they would be expected to create avatars for presentations.

Despite this, avatars could be a useful tool in the classroom. They would be very engaging and entertaining for students to use and when this enthusiasm is channeled, it could be a great synthesis tool for students to present information through.

This simple to use tool would definitely have a place my classroom.

The journey continues,


Lynn

Interactive Learning Objects

Hi all,

I love learning objects!

I have been using learning objects in my lessons for the last 2 years. Learning Objects (LO) are available from the Learning Place in Curriculum Exchange. They offer a wide range of interactive activities and games at all year levels and across all the KLAs. I have used LO as individual computer tasks to explain or consolidate knowledge and on the data projector/smart board with the whole class to explain, demonstrate or consolidate a topic.

There are two main ‘problems’ that I have found when using LO. Firstly, there are so many options that I can spend hours searching for the right one (only to be sidetracked by other great LO). Secondly is the problem that I’m sure many people fall into when they first discover this great technology – over using it. When I first started using them I would sometimes be unable to decide on the best LO to use so I would use several. I have a vivid memory of presenting a lesson on the water cycle to grade 3 students and just losing them because there was too much presenting and not enough teaching and learning. I have now learnt to be more selective and use LO only when they will aid the students comprehension of the topic.

A well selected LO can be a very engaging tool for students as the can see and manipulate abstract concepts (such as a maths LO above, that I used to teach ordinal numbers) or consolidate and demonstrate their understanding of a topic (such as a science LO above, that I used to compare city water cycles and country water cycles). LO provide a safe and controlled environment for students to access and use information, to synthesis their understanding of the concepts.

When students are given control over manipulating the LO they have the opportunity to move from lower levels of hearing and understanding information to the application and analysis of the concepts. This leads to higher order thinking and develops deeper learning experiences (McInerney & McInerney, 2006).

Learning Objects are a fun, engaging, free, safe and easy way for teachers to explain and demonstrate concepts to the class.

The journey continues,

Lynn

References
McInerney, D. & McInerney, V. (2006). Educational psychology: Constructing learning. Frenchs Forest, NSW: Pearson Education Australia.

Learning Objects sourced from the Learning Place.

My comments on Kelly Bloods clever use of vitual classrooms

Managing E-Learning: Digital Videos - Movie Maker and YouTube: "Hi all, After my conversation with Sarah about Movie Maker hiccups (which can be accessed here) I decided that when I reflected on how to ..."

Digital Video

The use of digital videos in the classroom can be an important element of engaging learners in the content of a lesson.

I delivered a Primary Connections science lesson last year to grade 2 students on Change. We did an investigation on popcorn and how heat changes its features. During the lesson we popped the kernels and discussed the process. This discussion was limited as they couldn’t see the process unfolding in the popcorn machine, they had to guess. If I had used this video it would have not only have given the students a view of the process but it is slow motion so they are able to analyse what is happening. Videos also give the flexibility of being able to rewind and discuss what is happening as many times as is needed.

Sites such as Youtube, Teachertube or Google Videos provide teachers with access to a wide range of valuable resources. The caution that comes with using these resources, as with all web resources, is to check the content first. I have viewed many clips that look fine in the beginning but if viewed in their entirety, have inappropriate content.

Carefully selected videos can be a powerful mode to convey information, emotion, content and context.

Another element to the use of digital videos in the classroom can be students creating their own digital videos to demonstrate their understanding of a concept. Creating their own videos has been shown to increase: understanding of the content, engagement in the task, active and collaborative learning, flexibility for different learning styles and digital literacy skills (Schuck & Kearney, 2004).

Schuck and Kearney (2004) outline that students can use digital video in the classroom:
- to communicate an idea or information
- for observation or analysis
- for reflection on learnings

Digital videos provide teachers with another mode to engage students, present and consolidate information and assess students developing understanding. This is a very flexible, accessible, user friendly digital tool that I will be using in my classroom.

The journey continues,

Lynn

References

High speed video of popcorn popping. Retrieved from http://www.youtube.com/watch?v=CXDstfD9eJ0

Schuck, S & Kearney, M. (2004) Students in the director's seat. Retrieved from http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf

Podcasts

Hi All,

This week I’m entering the world of podcasting. I have heard of podcasts and I know that my husband listens to them all the time, but I wasn’t exactly sure what they were. I found a great article on-line that clearly explained what a podcast is and how to set one up (click here for the link).

A podcast is an audio file that can be downloaded from a website such as iTunes. They are like an electronic version of a magazine subscription as the content is usually in sequential episodes that are downloaded automatically when you subscribe to them.

The ability to create and present an audio recording would have many applications within the classroom at each stage of the Big 6 process:
1, Task Definition
Students clearly define the task and then identify possible sources to locate
information, such as podcasts
2, Information Seeking Strategies
Students select the best places to locate the needed information, such as
iTunes, ABC or SBS
3, Location and Access
Search podcast listings for relevant information, different opinions, data and
subject experts
4, Use of Information
Listen to all the podcasts and identify the relevant sources of content
5, Synthesis
Draw together the most relevant information from all of their sources to create
a podcast ‘radio show’ on their learning, opinions, theories and conclusions
6, Evaluation
Create a reflection podcast on their project product, process and their learnings

Listening to or creating a podcasts could be used at one stage of the process (just for research) or throughout the whole project.

A Vodcast (using video and audio files) would perhaps be more engaging for students as they can view the content, not just listen to it. However podcasting may be more beneficial for tasks such as a presentation. Students may be less self-conscience and inhibited if it is just their voice being presented.

An example of how podcasting is being used in the classrooms today can be found on the Education Podcast Network website. This site provides links to a wide range of podcasts on topics across the KLAs. One of the sections is for the iHistory project that required students to use podcasts and MP3 players to present their learnings on Australian history. This would be a very engaging process for the students as they are using their existing knowledge and experiences with technology to develop new knowledge about Australian history. What a great way to bring history alive.

The journey continues,

Lynn

References

Orden, J. (2008). How to podcast. Retrieved from
http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm

Sourcing Images Through Flickr

Hi all,

To continue on with the theme of images, I looked at where images can be sourced from on-line. Before this week’s lesson, if I needed an image I just went to Google Images. I have since discovered the importance of accessing legal authorised images from sites such as Flickr. This site provides a picture sharing service where people donate their images for others to use. With an increasingly litigious society it is important for students to understand the concept of copyright and ownership.

An image such as the one I have selected could be used with to accompany the image from my previous blog. This image could be used to show my python’s natural habitat or to demonstrate the strike position (for the first aid lesson described).

The sourcing and use of images is an important aspect of the learning process. They can be used to explain concepts clearly, organise and store information and engage students with a range of learning styles. Flickr is an important site that provides Learning Managers with access to a wide range of legal images. I will definitely be using this tool again.

The journey continues,

Lynn

References
Image sourced from Flickr
http://www.flickr.com/

The Big 6 Framework

The Big 6 is a problem solving framework and a life skill that can be used to assess, present and reflect on information.

There are six stages within the information processing:

1, Task Definition – this involves sourcing types of information
- Defining the information problem
- Identify information needed

2, Information Seeking Strategies – this may involve brainstorming, narrowing and refining the information
- Determine all possible sources
- Select the best sources

3, Location and Access – this may involving indexing the information
- locate sources (intellectually and physically)
- Find information within sources

4, Use of Information – identify the relevance of the content
- Engage (e.g. read, hear, view, touch)
- Extract relevant information

5, Synthesis – merge the medium and the message
- Organise from multiple sources
- Present the information

6, Evaluation – assess the effectiveness and the efficiency
- Judge the product
- Judge the process

(Eisenberg & Berkowitz, 2010)

Teaching students the Big 6 arms them with the explicit steps to analyse information and develops a mega language that students can use to identify and explain their reasoning for decisions they have made. This common language would be important when teaching students to use ICTs as it would allow a teacher to clearly deconstruct the steps of a task.

This model is particularly relevant in the teaching of, and through, ICTs as many of the stages may involve different technologies: creating Bubbl.us concept maps of the topic, researching on the internet, creating a presentation (PowerPoint, Movie Maker etc) and when writing a word document reflection on the process.

The Big 6 website has a large amount to teaching resources, graphic organisers and information if you want more in-depth information.


I think this is a very useful framework and in future posting I will aim to view the ICT tools through this model.

Big6 Higher Ed Audience Overview

View more presentations from Big6.

References

Eisenberg, M. & Berkowitz, B. (2010). The big 6. Retrieved from http://www.big6.com/

Interactive PowerPoints

When seeing an interactive PowerPoint for the first time in week 3 of the course, I was immediately struck with the learning potential that they hold. So when I was required to create a digital portfolio example for another class I instantly knew the format that I wanted to use. I created three different templates and used various features within the interactive PowerPoint.

The experience of creating these digital portfolios taught me a great deal about the flexibility and the possibilities that are accessible through this electronic tool. It was an excellent tool to make a digital portfolio through and students of any age or ICT skill level would easily be able to create a presentation in this format. Students could be scaffolded through the tasks of: creating hyperlinks (internal or external links), embedding videos or youtube clips, altering the layout and design and inserting images, sounds and text.

The skills developed through the creation of a PowerPoint presentation would be transferable across a range of programs such as in word documents or when creating websites, blogs or wikis. Assisting students to make these connections on the similarities in the skills can help learners to construct models and shape their developing knowledge (Marzano, 1997).

I have now been inspired to use both interactive PowerPoints and digital portfolios in my class.

The learning journey continues,

Lynn

Resizing an Image

Hi All,

Here is a digital photo I took of my pet python which I needed to resize. I downloaded the MobaPhoto program to resize the picture, as it was bigger than 100kB. This was a very useful and easy to understand program which quickly allowed me to resize the images without the need for specialist knowledge. This is an important feature for both me and my students, if I can figure it out I’m sure my students will be able to use the program too.

The ability to resize pictures would be an important skill in the classroom as students are increasingly being required to use the class digital camera to take pictures and use them constructively. Being able to resize the images would allow students to upload their own images to a blog, wiki or PowerPoint. Using their own images, as opposed to Google Images, not only requires students to use different skills but it would also increase the students’ connection and ownership over the task and product (McInerney & McInerney, 2006).

I have used this image, and the snake, when my grade two class were doing a unit on camping. I was able to show a close up of the snake with the photo while giving the students background information about snakes and first aid for snake bites. I could then show them the real thing (at which point the students were more interested in the snake than the information I was telling them).

The resizing of photos is an important skill that I'm sure I will be needing to use frequently in my class.

The journey continues,
Lynn

My comments on Michael's Blog

My mind is blogged:

I did it! After many tries and frustration with...: "I did it! After many tries and frustration with Bubble-us, i finally managed to make a more simple version of a concept map. I found this..."

PowerPoints

Week Three

This week I learnt how little I knew about the wonderful world of PowerPoints.

I used basic PowerPoints frequently last year through the classroom’s data projector. After taking the time to do the PowerPoint Tutorial, I can’t believe how much more I could have been doing. I had no idea about the range of features on a standard PowerPoint: sound, animation, embedding YouTube clips (Click here for a step-by-step on how to do this) and transitions.

BUT, then I discovered the Interactive PowerPoint Tutorial. This takes the use of PPs to a whole new level. This creates a tool that is more like a website or a webquest but without the need for the students to be online. The interactive nature of the tool gives students greater choice and power over their learning. PPs are no longer just to reinforce, illustrate or complement the learning (as I have used them for in the past), now they can become the mode for the learning. This is a very flexible digital learning tool that can provide a safe and controlled learning environment to develop students understanding and skills.

PPs could be used in many different ways;
- to introduced, scaffold or be the hook to engage learners in the content
- to provide a mode for students to interacting and exploring the content
- to give students a vehicle to create and present their learning on a subject

After this week, I can now see that PowerPoints have far more value than just presenting the information. Students can engage with the tool to promote higher order thinking and problem solving skills. I will definitely be using this tool more effectively within my classroom in future lessons.

Until next time,

Lynn

Websites

Welcome to week 2 of my ICT learning journey.

This week I learnt about and created a website.

http://0140677.weebly.com/

A website is an online set of 'pages' (documents) that have been posted by an individual or a group whom alone control the content. The host of the site can add and change information while viewers can only read and sometimes comment on the material. Websites have given individuals the ability to communicate with the world. They can be used commercially, socially, by the government or by individuals.

Websites provide educators with a varied and exciting range of possibilities. Students can post information to share with their parents at home or communicate with people on the other side of the world. The limitations are only the schools resources and the teachers/students ICT skills. Creating a website would be a very engaging tool for most students as the notion of sharing their knowledge with the world would appeal to their narcissistic nature.

The website I created was a basic representation of what a student could create as a class project. The program was very easy to navigate, insert text and pictures and embed You-tube clips. For this reason this would be one of the best tools I have used so far. Young students and those with low level ICT skills could easily be guided through the steps of creating a site. The static nature of the content would also make using a website safer and easier to control than a wiki.

When I have completed this E-Learning course, this is definitely a digital tool that I will spend more time getting to know as I am sure I will be using it within my own classroom.

Until later,

Lynn

Wikis

Hi all,

This week I learnt about and made a Wiki.
http://s0140677elearning.wetpaint.com/

A Wiki is a similar to a Blog and a Web page, as an individual or group can post information and images on-line that can be viewed by others. Where a Wiki is different is that the content can be edited by those who have a differing view or want to contribute additional information.

This feature creates a digital tool that, if used well, can promote the evolution of communal knowledge, wisdom and information. Wikis can encourage debate through sharing differing ideas and the extension of understanding as learners begin to comprehend how knowledge is complex and dynamic.

The communal nature of this tool also leaves it open to misuse. Sites are vulnerable to people (intentionally or unintentionally) editing information to be misleading, deceptive or incorrect. It is for this reason that the most well known Wiki, Wikipedia, can not be used as a reliable and definitive source of information. This issue may be minimised by using a Wiki in a controlled and restricted environment such as in a Virtual Classroom on the Learning Place.

A Learning Manager could use the process of collaborative learning through Wikis in many different situations. '50 Ways to Use a Wiki' outlines some interesting and inspiring purposes for a Wiki including: class presentations, class books, a glossary, collect data and class encyclopedias.

I created my first Wiki by posting an old lesson plan and asking to get feedback. If constructive advice is given, this could be a great learning tool for teachers to develop their skills. I found that setting up the Wiki was an easy process but I had considerable difficulty with the layout functions. This would be very frustrating and time consuming for younger students.

Wikis, if used in a safe controlled environment, could be an excellent learning tool for both teachers and their students.

Until later,

Lynn

A Great Overview of Digital Pedgogy

Reflection on My Digital Pedagogy

View more presentations from S. Hendy.

I found this in week two's readings and I was surprised by the amount of 'tool's that it discussed that I knew about or had heard of. Two weeks ago, I would have struggled to open this slide show let alone understand all of the content!

I now understand when it talks about Prezi, Wordle, Bubbl.us, wikis and blogs. In the weeks to come I'm sure I will have learnt about the Toodledo, Eyelorer, Kwik and Spezify.

The interesting thing about the slide show was how it grouped the programs in the areas of develop, research, resolve and reflect. This made it easier to understand how the same programs could be used for different functions.

Till next time,

Lynn

Mind Map of Week One

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Creating this Mind Map would have to be one of the most time consuming and challenging things I have done in the course so far. It took a while to master the program and stop deleting all the information and boxes that I wanted. It was also challenging to organise the positioning of the different ideas and decide which 'parent' idea each of the 'children' should link to.

Mind Mapping software, such as the 'Bubbl.us' site used, would be useful in a class of highly skilled students. Younger and low level ICT students would need a great deal of scaffolding to create anything useful in the small window of time classes have in the computer room. Students would need to plan and draft the map by hand first to ensure the most constructive use of time. Students would also require a lot of 'play time' with the program to practice using all the functions before attempting a formal task.

I like the concept of a Mind Map, but I think that drawing one by hand may be more efficient, creative and practical in the classroom.

Further Reflections

As I have progressed through this course I have come to change some of my earlier feelings on some of the digital tools, such as concept maps. After discussions with Michael on the importance of keeping an open mind and a positive attitude towards these tools, I decided to do further research. Once I had read some of my colleague's comments on the importance of concept maps to aid students' processing and storing of information, I realised that I wasn't seeing the full potential of the tool.

It is important for me to look beyond if it will be easy or hard for students to use tool and look to the benefits they will gain that makes using the tool worthwhile.

Thanks Michael.

Sir Ken Robinson's Inspiring Views on Education in the 21st Century

Reflections on Using Blogs

A Web Log, or blog, is a website which is a type of on-line journal that is added to by posting; text, pictures, videos, audio or links. This personal publishing medium can be used in the classroom context to store and present students work. Students can comments on other students’ posts to create a dialogue on their current topics. Teachers could use the tool to post tasks, homework, games, pictures, notices and information for parents or students.


Useful sources for information on Blogs:
Educational Blogging, Remarkablogger, Moderating and Ethics for the Classroom Instructional Blog, Blogging in the Classroom and Blogs in Education




There are many positive, negative and interesting things about the use of blogs in the classroom.

Positive
- Blogs can encourage collaborative learning resulting in greater peer discussion and debate
- Information can be accessed by the students at home
- Greater pathways of communication are possible between the teacher, students and parents
- It can provide an interactive and engaging element to lessons
- It can encourage technological literacy, critical literacy, writing and editing skills
- They are a flexible tool and can be embedded within a lesson from any of the KLA’s
- They can act as a useful reflection tool that can represent students developing knowledge and understanding on a topic
- Students have the possibility to be linked with information, opinions and resources from all over the world
- The use of this popular digital tool may challenge and encourage teachers to update their own technological literacy to match the knowledge of some of the students

Negative
- Access to the technology may be limited by school resources, students resources at home or the teacher’s level of computer knowledge
- Not all ‘Digital Natives’ are as competent on the computer as it is assumed. They may spend large amounts of time gaming or on social networking sites, but lack wider technical understanding
- Blogging requires students to increase their ‘screen time’ at time when obesity is an increasing issue in Australia
- Forums may be used as a source for venting, exclusion or bullying if they are not closely monitored
- Students whom are not confident with IT’s may be less motivated to participate in the tasks
- The extra time required of teachers to set up and maintain a blog could become a source of added stress in an already crowded and demanding curriculum

Interesting
- The assumptions that just because something is a new technology that it must automatically be engaging for the students. Remarkablogger makes an interesting observation on the importance of remembering the human behind the technology. Blogging is a tool for teachers to use which can engage students with the content. Teachers must always ensure that the content is the driving force or the students will be engaged and entertained but may have learnt nothing.
- The balance that teachers must find between censorship and free expression. Starting to use a blog in the classroom would require a great deal of scaffolding, establishing rules and boundaries and monitoring of content. This could teach students important lessons about professional conduct, bullying, critical literacy and the media.

Learning Styles Inventory

My result on the Learning Styles Inventory was just as I expected as I am a very social person. I learn best when I am talking ideas through in groups, discussing different viewpoints and challenging ideas.

This test confirmed what I already knew about myself and I can see that this would be a very useful activity to do with my students. A test such as this would highlight each students areas of strength and provide a visual representation of how they learn. Students so often only focus on their weaknesses and what they find challenging, but an activity like this would help them focus on their strengths and abilities. This would also help the teacher to program lessons to suit the classes learning styles.

Week One

I was initially surprised to see the learning styles, M.I. and learning theory information presented in week one. I thought that the course would be all about technology. However, once I had gone through all the information I began to see that this information was laying a foundation for the use of technology with learners. All students have different learning styles, interests, gifts and experiences. It is through understanding these differences and the digital tools available, that teachers can help students to construct meaning, organise and store information and then use their knowledge meaningfully.

I Got It Working!

I Did It!

My first ever blog and my first ever post.

I have never been very good with computers and technology so this whole course is going to be very challenging for me. My fear of doing something wrong and breaking something has been compounded by the fact that I have a partner who is great with computers and solves any computer issues that arise. This has meant that I have not had to learn anything more complicated than basic work processing for assignment writing.

The first E-Learning lesson was a little confusing and a little exciting. There is so much information and amazing technologies out there that I need to learn about. But, it is by learning about how to use these new digital tools that I am going to be able to be a more relevant teacher, create engaging lessons and inspire students to develop their skills.

It will be a very busy, time consuming and challenging next ten weeks but I am up for the challenge.