Now that I am on my Embedded Professional Learning I keep finding out about more resources. My Mentor Teacher has shared some aps that she can't live without. I have also found useful ones on the way.
I decied to put them on my blog so that I don't forget them and can access them from anywhere.
Sock Puppets - puppet show with voice playback
Out & About - sight words
Little Pigs - puppet show
Cranky Bear
Word Wagon
Pidgeon - by Mo Willems
The first 3 are free aps which I have downloaded. Little Pigs is working brilliantly for my Literacy group re-telling a story in sequence.
Thursday, May 3, 2012
Friday, April 13, 2012
Assignment 2
Information Communication Technology (ICT) is not just a subject of the school curriculum. ICT has evolved to become such a part of our everyday life that it crosses all key learning areas in the school setting and is infused throughout our daily activities.
The Queensland Curriculum Assessment and Reporting Framework (QCAR) has ICT as a Cross-curriculum priority. Across each of the year junctures (3, 5, 7 and 9) it states the same thing - that “ICTs can be integrated in a variety of ways within and across all key learning areas to support thinking, learning, collaboration and communication" (1). These are skills that students will develop in the classroom setting and will continue to use and develop throughout their lives. It is not always the subject matter that is important, it is the way in which information is accessed, integrated, managed and evaluated that promotes greater learning opportunities. Although some subjects lend themselves better to ICTs, QCAR recognises that ICTs should be used across the entire curriculum.
Before digital technologies became available, teachers had ‘chalk and talk’ which was used for all classes. But a classroom has students with different learning styles. According to my results on the Multiple Intelligences test via the Birmingham Grid for Learning (2), I am Visual/Spatial or Picture Smart. So I learn best with pictures, diagrams, flowcharts and graphs. Using a variety of digital technologies addresses different learning styles of students. Felder and Solomon (3) break
learning styles into slightly differerent categories. Having an auditory component should assist the verbal learners. Being able to interact with a progam may suit an active learner. Following steps in a program would be good for a sequential learner and so on.
Theoretically, the use of ICT as an effectivelearning tool is supported by different learning design frameworks. The Technological Pedagogical ContentKnowledge (TPACK) Framework (4 )reminded me that you can’t just turn on a computer program to teach effectively. You must know your content, target audience and choose technology using sound pedagogical design.
Blooms Revised Taxonomy (5) uses an inverted triangle to show Lower Order Thinking skills up
to Higher Order Thinking skills. Remembering and Understanding were aims for me
at Primary school. Now, with good pedagogical design and improved technology it is easier to guide even lower grade primary school children further up the domains. Applying, Evaluating and Creating are Higher Order thinking skills that are highly valued in the workplaces where the
students will go.
The other theory that is very important with ICTs is Constructivism. Constructivism builds on our own prior knowledge and beliefs. Technology enables people to collaborate locally, nationally and internationally. This enables “meanings and understandings to grow out of social encounters” (6) – (Vygotsky, 1962).
Marc Prensky particularly highlighted two important facts to me. The first is that “children need to be engaged or enraged” (7) meaning that students come into the classroom multimedia savvy. Use the technologies that interest them as a way to convey, promote and develop their knowledge
and skills further. Making them turn off their iPods, iPads , laptops, mobiles etc when they walk in is likely to disengage them and in fact frustrate them. Todays students are used to having information at their fingertips instantaneously, don’t make them trawl through an encyclopedia because that’s how it has always been done! Secondly Prensky (2001) labelled people as either “Digital Natives” or “Digital Immigrants” (8). Students of today are digital natives. People like myself will always be digital immigrants.
References:
(1) http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr3.pdf
(2) http://www.bgfl.org/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm
(3) http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
(4) http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf
(5) http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive
(6) http://www.instructionaldesign.org/theories/social-development.html
(7) http://net.educause.edu/ir/library/pdf/erm0553.pdf
(8) www.marcprensky.com/writing/Prensky- Digital Natives, Digital Immigrants - Part
Mobile Phones Wiki - de Bono's Hats
I have just re-read my blog entry about mobile phones using de Bono’s Hats as teacher directed scaffolding. I am still concur with what I wrote then so please click on the link below:
http://myassignmentlouise.blogspot.com.au/2012/03/week-2-digital-pedagogy.html
In contrast I found the un-scaffolded wiki practise quiz questions difficult. http://eded20591-1-12.wikispaces.com/Quiz+Practice+7
We all had different answers and ideas and little guidance. I think a tutor wrote on another quiz number but it was difficult to tell as the colour font wasn’t identified. I came away from that
experience more confused than when I started!
This shows that using a wiki for group learning tasks needs careful structure and scaffolding. It’s not just giving a group a piece of blank butcher paper and saying ‘go for it’.
Group 1 Tools
The group 1 tools that we looked into were wiki, website and blog.
A wiki is like a blank piece of paper that the author writes on. Others can build on and add to it. The original can be retrieved by the author if deleted. I struggled with the wiki in the early days
but here it is:
http://louisecreangdlt.wikispaces.com/
Not my favourite tool just yet but that is my driving skills, not the tool! I’ll get back to wikis.
A website (web 1.0) is static and only changed by the webmaster (likely to be the teacher). I had a go using Weebly. My reflections are in my blog about it:
http://myassignmentlouise.blogspot.com.au/2012/03/creating-website.html
The tool that I most valued in this group is the blog. Even looking back through my blog now I can’t believe the wealth of information that I have put there!
http://myassignmentlouise.blogspot.com.au/2012/03/reflection-creating-blog.html
I have been thinking further about how I would use a blog. I worked in a Prep class and my teacher wrote an email to the parents at the beginning of every week. This outlined what the plan was for the week, the sound of the week, number of the week etc. I would like to establish a class blog (with signed parent permission and by invitation only). This could convey group messages to home, weekly outlines, video clips (eg. if the class performed at parade) and photos of class visitors etc. (eg. Adopt-a-Cop visiting). With many parents working long hours it would
be a way to improve communication between class and home. We also had to keep a Folio for each child - the blog could become more of a record and avoid repeating some information from folder to folder. Children could verbally recount their week with their parents at home using the blog.
Group 2 Tools
The tools that we looked into here were images, audio and digital video.
Voki were great fun and attention grabbing. My own children really enjoyed this and I got an instant reply from my son at boarding school when I emailed him one!
http://myassignmentlouise.blogspot.com.au/2012/03/week-4-voki.html
Podcasting didn’t grab me but I think that is because I am not an auditory learner and I hate talk-back radio! However my blog has more positive ideas
http://myassignmentlouise.blogspot.com.au/2012/03/week-4-podacsting.html
Digital imaging got me really excited! A friend sent an Animoto clip to me as an advertisement. I decided to skip Windows Movie Maker (I can find out about it from other people’s blogs) and delve into Animoto further. My results warranted two blog postings which explain why I chose Animoto as my favourite tool from this group.
http://myassignmentlouise.blogspot.com.au/2012/04/animoto-thanks-to-yvette.html
http://myassignmentlouise.blogspot.com.au/2012/04/heron-island-animoto.html
Group 3 Tools
The tools here are PowerPoint, Prezi and Glogster.
Prezi is a fun tool for zooming in on presentations. It can be found at http://www.prezi.com/ and is free. I found it attention grabbing but it made me sea-sick. As it is text dependent it would suit older students with better literacy skills. I would use it to gain attention and to re-focus attention as continued use would become boring.
For a technology based way of making posters Glogster looked fun. It is like scrapbooking online. There are readymades online too. I checked Glogpedia via Michael Gorman’s
blog. Great idea for a resource but I checked out Respiration and ended up in a pickle with open windows everywhere and two audios running at once! I’d need more practice before using this in a classroom!
PowerPoint is something that has been around for a long time but I have avoided it until now. I have seen PowerPoint used badly too often! In our Collaborate session I recently learnt the 10-20-30 rule: 10 slides maximum, 20 minutes of talking and 30=font size. It is my favourite tool in
this group. Again, this took me two attempts, hence the two blog postings:
http://myassignmentlouise.blogspot.com.au/2012/03/week-5-powerpoint.html
http://myassignmentlouise.blogspot.com.au/2012/04/powerpoint-continues.html
Group 4 Tools
Wow, this is the open-ended, ever developing, ever evolving online tools!
I think I’m one of the few students having trouble with online concept mapping (maybe I’m still a doodle my ideas on paper person?) like bubbl.us
I had a go with Museum Box which is detailed on my blog:
http://myassignmentlouise.blogspot.com.au/2012/04/museum-box.html
My favourite so far is Google Maps and then I wandered into Google Earth and I will go back there. More detail on my blog:
http://myassignmentlouise.blogspot.com.au/2012/04/google-maps.html
Legal, Safe and Ethical Practise
Some of this I have covered within my blog postings. Firstly follow your school’s policy and procedures. Schools should have forms requiring parent signatures to allow photographs or video to be used (be aware of Parent/Court Order issues). Parents and children should have to sign a Code of Conduct form for computer/internet usage.
Use safe, educational sites approved by your school - like the Learning Place (http://education.qld.gov.au/learningplace/).
Use password protected sites.
Be a good role model for the students with online etiquette. Also think about potential pitfalls like putting “bottom” into a search engine when you really mean ‘base’ .
If ever in doubt with student photos, take the rear of their head whilst they are looking at their work. Ask for student permission to publish their work.
Be aware of cyber-bullying and ensure students are aware of acceptable online behaviour and consequences. Local QPS Adopt-a-Cops can be a great resource for this.
Finally...
At the beginning of this course I said I wanted to get back on my boat and run away from ICTs. Look at what I said on 3 March 2012:
http://myassignmentlouise.blogspot.com.au/2012/03/week-1-continues.html
Now as I continue on this carefully scaffolded learning journey ICT doesn’t feel quite so foreign. I am hoping to clear Customs and Immigration but I suspect I may always have a bit of an accent! ICTs are always evolving and I will use this course as a springboard, be inquiring of ICTs and continue to develop from here.
The Queensland Curriculum Assessment and Reporting Framework (QCAR) has ICT as a Cross-curriculum priority. Across each of the year junctures (3, 5, 7 and 9) it states the same thing - that “ICTs can be integrated in a variety of ways within and across all key learning areas to support thinking, learning, collaboration and communication" (1). These are skills that students will develop in the classroom setting and will continue to use and develop throughout their lives. It is not always the subject matter that is important, it is the way in which information is accessed, integrated, managed and evaluated that promotes greater learning opportunities. Although some subjects lend themselves better to ICTs, QCAR recognises that ICTs should be used across the entire curriculum.
Before digital technologies became available, teachers had ‘chalk and talk’ which was used for all classes. But a classroom has students with different learning styles. According to my results on the Multiple Intelligences test via the Birmingham Grid for Learning (2), I am Visual/Spatial or Picture Smart. So I learn best with pictures, diagrams, flowcharts and graphs. Using a variety of digital technologies addresses different learning styles of students. Felder and Solomon (3) break
learning styles into slightly differerent categories. Having an auditory component should assist the verbal learners. Being able to interact with a progam may suit an active learner. Following steps in a program would be good for a sequential learner and so on.
Theoretically, the use of ICT as an effectivelearning tool is supported by different learning design frameworks. The Technological Pedagogical ContentKnowledge (TPACK) Framework (4 )reminded me that you can’t just turn on a computer program to teach effectively. You must know your content, target audience and choose technology using sound pedagogical design.
Blooms Revised Taxonomy (5) uses an inverted triangle to show Lower Order Thinking skills up
to Higher Order Thinking skills. Remembering and Understanding were aims for me
at Primary school. Now, with good pedagogical design and improved technology it is easier to guide even lower grade primary school children further up the domains. Applying, Evaluating and Creating are Higher Order thinking skills that are highly valued in the workplaces where the
students will go.
The other theory that is very important with ICTs is Constructivism. Constructivism builds on our own prior knowledge and beliefs. Technology enables people to collaborate locally, nationally and internationally. This enables “meanings and understandings to grow out of social encounters” (6) – (Vygotsky, 1962).
Marc Prensky particularly highlighted two important facts to me. The first is that “children need to be engaged or enraged” (7) meaning that students come into the classroom multimedia savvy. Use the technologies that interest them as a way to convey, promote and develop their knowledge
and skills further. Making them turn off their iPods, iPads , laptops, mobiles etc when they walk in is likely to disengage them and in fact frustrate them. Todays students are used to having information at their fingertips instantaneously, don’t make them trawl through an encyclopedia because that’s how it has always been done! Secondly Prensky (2001) labelled people as either “Digital Natives” or “Digital Immigrants” (8). Students of today are digital natives. People like myself will always be digital immigrants.
References:
(1) http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr3.pdf
(2) http://www.bgfl.org/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm
(3) http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
(4) http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf
(5) http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive
(6) http://www.instructionaldesign.org/theories/social-development.html
(7) http://net.educause.edu/ir/library/pdf/erm0553.pdf
(8) www.marcprensky.com/writing/Prensky- Digital Natives, Digital Immigrants - Part
Mobile Phones Wiki - de Bono's Hats
I have just re-read my blog entry about mobile phones using de Bono’s Hats as teacher directed scaffolding. I am still concur with what I wrote then so please click on the link below:
http://myassignmentlouise.blogspot.com.au/2012/03/week-2-digital-pedagogy.html
In contrast I found the un-scaffolded wiki practise quiz questions difficult. http://eded20591-1-12.wikispaces.com/Quiz+Practice+7
We all had different answers and ideas and little guidance. I think a tutor wrote on another quiz number but it was difficult to tell as the colour font wasn’t identified. I came away from that
experience more confused than when I started!
This shows that using a wiki for group learning tasks needs careful structure and scaffolding. It’s not just giving a group a piece of blank butcher paper and saying ‘go for it’.
Group 1 Tools
The group 1 tools that we looked into were wiki, website and blog.
A wiki is like a blank piece of paper that the author writes on. Others can build on and add to it. The original can be retrieved by the author if deleted. I struggled with the wiki in the early days
but here it is:
http://louisecreangdlt.wikispaces.com/
Not my favourite tool just yet but that is my driving skills, not the tool! I’ll get back to wikis.
A website (web 1.0) is static and only changed by the webmaster (likely to be the teacher). I had a go using Weebly. My reflections are in my blog about it:
http://myassignmentlouise.blogspot.com.au/2012/03/creating-website.html
The tool that I most valued in this group is the blog. Even looking back through my blog now I can’t believe the wealth of information that I have put there!
http://myassignmentlouise.blogspot.com.au/2012/03/reflection-creating-blog.html
I have been thinking further about how I would use a blog. I worked in a Prep class and my teacher wrote an email to the parents at the beginning of every week. This outlined what the plan was for the week, the sound of the week, number of the week etc. I would like to establish a class blog (with signed parent permission and by invitation only). This could convey group messages to home, weekly outlines, video clips (eg. if the class performed at parade) and photos of class visitors etc. (eg. Adopt-a-Cop visiting). With many parents working long hours it would
be a way to improve communication between class and home. We also had to keep a Folio for each child - the blog could become more of a record and avoid repeating some information from folder to folder. Children could verbally recount their week with their parents at home using the blog.
Group 2 Tools
The tools that we looked into here were images, audio and digital video.
Voki were great fun and attention grabbing. My own children really enjoyed this and I got an instant reply from my son at boarding school when I emailed him one!
http://myassignmentlouise.blogspot.com.au/2012/03/week-4-voki.html
Podcasting didn’t grab me but I think that is because I am not an auditory learner and I hate talk-back radio! However my blog has more positive ideas
http://myassignmentlouise.blogspot.com.au/2012/03/week-4-podacsting.html
Digital imaging got me really excited! A friend sent an Animoto clip to me as an advertisement. I decided to skip Windows Movie Maker (I can find out about it from other people’s blogs) and delve into Animoto further. My results warranted two blog postings which explain why I chose Animoto as my favourite tool from this group.
http://myassignmentlouise.blogspot.com.au/2012/04/animoto-thanks-to-yvette.html
http://myassignmentlouise.blogspot.com.au/2012/04/heron-island-animoto.html
Group 3 Tools
The tools here are PowerPoint, Prezi and Glogster.
Prezi is a fun tool for zooming in on presentations. It can be found at http://www.prezi.com/ and is free. I found it attention grabbing but it made me sea-sick. As it is text dependent it would suit older students with better literacy skills. I would use it to gain attention and to re-focus attention as continued use would become boring.
For a technology based way of making posters Glogster looked fun. It is like scrapbooking online. There are readymades online too. I checked Glogpedia via Michael Gorman’s
blog. Great idea for a resource but I checked out Respiration and ended up in a pickle with open windows everywhere and two audios running at once! I’d need more practice before using this in a classroom!
PowerPoint is something that has been around for a long time but I have avoided it until now. I have seen PowerPoint used badly too often! In our Collaborate session I recently learnt the 10-20-30 rule: 10 slides maximum, 20 minutes of talking and 30=font size. It is my favourite tool in
this group. Again, this took me two attempts, hence the two blog postings:
http://myassignmentlouise.blogspot.com.au/2012/03/week-5-powerpoint.html
http://myassignmentlouise.blogspot.com.au/2012/04/powerpoint-continues.html
Group 4 Tools
Wow, this is the open-ended, ever developing, ever evolving online tools!
I think I’m one of the few students having trouble with online concept mapping (maybe I’m still a doodle my ideas on paper person?) like bubbl.us
I had a go with Museum Box which is detailed on my blog:
http://myassignmentlouise.blogspot.com.au/2012/04/museum-box.html
My favourite so far is Google Maps and then I wandered into Google Earth and I will go back there. More detail on my blog:
http://myassignmentlouise.blogspot.com.au/2012/04/google-maps.html
Legal, Safe and Ethical Practise
Some of this I have covered within my blog postings. Firstly follow your school’s policy and procedures. Schools should have forms requiring parent signatures to allow photographs or video to be used (be aware of Parent/Court Order issues). Parents and children should have to sign a Code of Conduct form for computer/internet usage.
Use safe, educational sites approved by your school - like the Learning Place (http://education.qld.gov.au/learningplace/).
Use password protected sites.
Be a good role model for the students with online etiquette. Also think about potential pitfalls like putting “bottom” into a search engine when you really mean ‘base’ .
If ever in doubt with student photos, take the rear of their head whilst they are looking at their work. Ask for student permission to publish their work.
Be aware of cyber-bullying and ensure students are aware of acceptable online behaviour and consequences. Local QPS Adopt-a-Cops can be a great resource for this.
Finally...
At the beginning of this course I said I wanted to get back on my boat and run away from ICTs. Look at what I said on 3 March 2012:
http://myassignmentlouise.blogspot.com.au/2012/03/week-1-continues.html
Now as I continue on this carefully scaffolded learning journey ICT doesn’t feel quite so foreign. I am hoping to clear Customs and Immigration but I suspect I may always have a bit of an accent! ICTs are always evolving and I will use this course as a springboard, be inquiring of ICTs and continue to develop from here.
Thursday, April 12, 2012
Google Maps
Hooray - finally a tool that I have used prior to this course.
I have found Google Maps useful for years. Before owning a phone with satelite navigation or a Garmin in car navgation system we used Google Maps to get anywhere.
We'd go to Google Maps, type in the address and ask for directions from home. Fabulous, printable directions followed with alternative routes and approximate times.
More recently we looked at satelite images of Blackwater before moving here. "Oh, it looks very dry and brown. Not many houses have swimming pools. That's our house - looks very close to the main highway and the railway line! That camp over our back fence looks much bigger than I remember!" Interesting research was done without leaving the comfort of home!
It was great to find that Google Maps has a large section devoted to educators -
http://www.google.com/educators/p_maps.html
Looking at the educators information it seems that Google Maps can be applied across many subjects and age levels. I was particularly interested in the Earth Science section with a world map and information about the latest earthquakes worldwide. http://earthquakes.tafoni.net/.
Closely linked is Google Earth which also has an Educators site -http://sitescontent.google.com/google-earth-for-educators/. The wealth of information on both Google sites is huge.
On a more simple mapping note I need to remember -http://www.mapmyrun.com/routes/create/ . I find this easier than Google Maps for pinning out routes on a map. This could be used in maths for measuring and calculating distance. I would like to ask students to devise a (safe) cross country course for HPE of X distance using the streets in the school vicinity.
I have found Google Maps useful for years. Before owning a phone with satelite navigation or a Garmin in car navgation system we used Google Maps to get anywhere.
We'd go to Google Maps, type in the address and ask for directions from home. Fabulous, printable directions followed with alternative routes and approximate times.
More recently we looked at satelite images of Blackwater before moving here. "Oh, it looks very dry and brown. Not many houses have swimming pools. That's our house - looks very close to the main highway and the railway line! That camp over our back fence looks much bigger than I remember!" Interesting research was done without leaving the comfort of home!
It was great to find that Google Maps has a large section devoted to educators -
http://www.google.com/educators/p_maps.html
Looking at the educators information it seems that Google Maps can be applied across many subjects and age levels. I was particularly interested in the Earth Science section with a world map and information about the latest earthquakes worldwide. http://earthquakes.tafoni.net/.
Closely linked is Google Earth which also has an Educators site -http://sitescontent.google.com/google-earth-for-educators/. The wealth of information on both Google sites is huge.
On a more simple mapping note I need to remember -http://www.mapmyrun.com/routes/create/ . I find this easier than Google Maps for pinning out routes on a map. This could be used in maths for measuring and calculating distance. I would like to ask students to devise a (safe) cross country course for HPE of X distance using the streets in the school vicinity.
Museum Box
A group 4 tool that I heard about at the beginning of the year is Museum Box. This can be found at http://museumbox.e2bn.org/.
It presents as a visually exciting way of presenting objects and ideas via text, images (your own or from their files), audio and video. These can be uploaded for marking/viewing if you are from a school on their registration list.
To be honest, I thought this would be a great way to illustrate and explain the few posessions that my great, great, great grandfather arrived in Australia with in 1843. In reality I have struggled with creating a cube with 1 side text and 5 sides photos from Museum Box files. It has taken me 2 attempts and 2 hours. Now I can't even find a link to it! I uploaded it to the "marker" at Museum Box and haven't seen it again. I guess this ensures that Boxes being published comply with ethical and safety policies and are vetted before being made public.
I know that I would need more practice to want to use this in a classroom setting. I can see it being more useful in a Secondary setting where students literacy and computer skills could help them more than Primary.
My reality today was that I could have achieved better results with a real box, writing, drawing and going on a treasure hunt in a classroom or around the school to find relevant items!
For me, I'll put Museum Box in the "I know it's there but I need more work on it" box for now!
It presents as a visually exciting way of presenting objects and ideas via text, images (your own or from their files), audio and video. These can be uploaded for marking/viewing if you are from a school on their registration list.
To be honest, I thought this would be a great way to illustrate and explain the few posessions that my great, great, great grandfather arrived in Australia with in 1843. In reality I have struggled with creating a cube with 1 side text and 5 sides photos from Museum Box files. It has taken me 2 attempts and 2 hours. Now I can't even find a link to it! I uploaded it to the "marker" at Museum Box and haven't seen it again. I guess this ensures that Boxes being published comply with ethical and safety policies and are vetted before being made public.
I know that I would need more practice to want to use this in a classroom setting. I can see it being more useful in a Secondary setting where students literacy and computer skills could help them more than Primary.
My reality today was that I could have achieved better results with a real box, writing, drawing and going on a treasure hunt in a classroom or around the school to find relevant items!
For me, I'll put Museum Box in the "I know it's there but I need more work on it" box for now!
Wednesday, April 11, 2012
Heron Island - Animoto
http://animoto.com/play/MpdQmC9uyWzbvSAaPRhvkA
This was fun and easy to make. We did this as a family project so that I could see how interesting and simple it was for children.
Animoto starts with a simple tutorial and the steps from then are easy to follow. Choosing the music was fun - Animoto has a selection and we headed for anything that sounded tropical.
We chose a background called water and were all very pleased with the fading in and out effect (we weren't expecting it to be that good!)
Our pictures were on file all ready to go which was helpful. If your photos needed rotating it would be a long process.
It took a while to load the pictures but then we were able to discuss what order and shift them around easily. The Animoto program took 11 pictures but uploaded the 15 we asked it to then we could shuffle around and edit our choices.
Adding text is something we could work on. We added Heron Island which became a title page and dropped a picture off. We could work on this more as I'm sure that Headers and Text could be added around the photos (like in Over The Top Floristry's from previous post).
All in all, Animoto was fun and realatively easy to do with a group of children of Primary ages. I am not sure how it could be used at a Higher Order Thinkng level but lends itself well as a tool for visually recounting or following a process.
My children and I have already shared this clip via Facebook and email (and Blogger of course!)
This was fun and easy to make. We did this as a family project so that I could see how interesting and simple it was for children.
Animoto starts with a simple tutorial and the steps from then are easy to follow. Choosing the music was fun - Animoto has a selection and we headed for anything that sounded tropical.
We chose a background called water and were all very pleased with the fading in and out effect (we weren't expecting it to be that good!)
Our pictures were on file all ready to go which was helpful. If your photos needed rotating it would be a long process.
It took a while to load the pictures but then we were able to discuss what order and shift them around easily. The Animoto program took 11 pictures but uploaded the 15 we asked it to then we could shuffle around and edit our choices.
Adding text is something we could work on. We added Heron Island which became a title page and dropped a picture off. We could work on this more as I'm sure that Headers and Text could be added around the photos (like in Over The Top Floristry's from previous post).
All in all, Animoto was fun and realatively easy to do with a group of children of Primary ages. I am not sure how it could be used at a Higher Order Thinkng level but lends itself well as a tool for visually recounting or following a process.
My children and I have already shared this clip via Facebook and email (and Blogger of course!)
Animoto - Thanks to Yvette
My friend Yvette creates the most stunning floral and button bouquets for all occassions. I am a regular visitor to her business facebook page at Over The Top Floristry. http://www.facebook.com/#!/overthetopfloristry
A week ago her status post (advertisement) took my eye. This time it wasn't the fabulous bouquets that I was intereseted in, it was the digital tool being used that grabbed my attention. Take a look: http://animoto.com/play/fFXq1D4FqMepx4UME3ECqA
Animoto is a Web 2.0 digital tool. It is found at www.animoto.com . Anyone can use Animoto to create videos and presentations using images, video clips, music and text. I have signed up to Animoto. It is free if you are creating 30 second clips however Educators can create longer clips for classroom use free. I was unable to sign up as an educator without a school email address.
My research involved asking Yvette about Animoto for her work as well as asking if her children could use it (Grade 8 & 3). Her response was very positive:
"Hi Louise, I've used Animoto for 3 years now and love it, very easty to use, Jake (Grade 8) uses it all the time too. You may use my video. The best way to use it is to make a Powerpoint with all your info, don't overload each page with too much info. I do the free 30 second video. It gives you the option to put music to it and they have a huge music database. Once the movie is made it gives you the option to post onto all social media sites. It's quick and fun and only basic skills needed. Have fun because it is fun." Yvette H. - Over The Top Floristry
Tomorrow I aim to test drive Animoto with my children (ages 12, 9 & 7 years) and our Easter Holiday photos.
Potentially the Pluses are that Animoto is free, easy to use (including use by children), instant results with publishing. Choosing the acompanying music stimulates another sense so may appeal and influence the auditory learners.
Minuses could potentially be that there are many advertisements (this may not be the case on the Educator's site which I was unable to access). There is also to potential to make presentations too complicated with tracking, fading, too much visual information etc. - the old KISS rule should apply - Keep It Simple Silly.
In a Primary setting I would like to try Animoto out for recount situations (eg. class performace on stage or class trips). I can see potential for show and tell or news situations. Documenting a process like building a structure or the life cycle of a plant could be done with Animoto also. My children want to turn our holiday photos into a 30 second visual that they can embed in an email to friends and family - like a modern day postcard!
A week ago her status post (advertisement) took my eye. This time it wasn't the fabulous bouquets that I was intereseted in, it was the digital tool being used that grabbed my attention. Take a look: http://animoto.com/play/fFXq1D4FqMepx4UME3ECqA
Animoto is a Web 2.0 digital tool. It is found at www.animoto.com . Anyone can use Animoto to create videos and presentations using images, video clips, music and text. I have signed up to Animoto. It is free if you are creating 30 second clips however Educators can create longer clips for classroom use free. I was unable to sign up as an educator without a school email address.
My research involved asking Yvette about Animoto for her work as well as asking if her children could use it (Grade 8 & 3). Her response was very positive:
"Hi Louise, I've used Animoto for 3 years now and love it, very easty to use, Jake (Grade 8) uses it all the time too. You may use my video. The best way to use it is to make a Powerpoint with all your info, don't overload each page with too much info. I do the free 30 second video. It gives you the option to put music to it and they have a huge music database. Once the movie is made it gives you the option to post onto all social media sites. It's quick and fun and only basic skills needed. Have fun because it is fun." Yvette H. - Over The Top Floristry
Tomorrow I aim to test drive Animoto with my children (ages 12, 9 & 7 years) and our Easter Holiday photos.
Potentially the Pluses are that Animoto is free, easy to use (including use by children), instant results with publishing. Choosing the acompanying music stimulates another sense so may appeal and influence the auditory learners.
Minuses could potentially be that there are many advertisements (this may not be the case on the Educator's site which I was unable to access). There is also to potential to make presentations too complicated with tracking, fading, too much visual information etc. - the old KISS rule should apply - Keep It Simple Silly.
In a Primary setting I would like to try Animoto out for recount situations (eg. class performace on stage or class trips). I can see potential for show and tell or news situations. Documenting a process like building a structure or the life cycle of a plant could be done with Animoto also. My children want to turn our holiday photos into a 30 second visual that they can embed in an email to friends and family - like a modern day postcard!
Wednesday, April 4, 2012
Powerpoint Continues...
http://www.scribd.com/doc/87956571/Brisbane-Paralympic-Football?secret_password=1si23m3h99gvxt87sf1a
This is it, my Powerpoint. It has taken me three attempts to get it to my blog but I have learned much along the way.
I saved my Powerpoint as a PDF flie.
I looked on Youtube to see how to get a PDF file onto Blogger. This was complicated and I even checked out one version in Spanish.
I signed up to Scribd. www.scribd.com Scribd descibes itself as "the worlds largest social reading and publishing company". Signing up is free although you can utilise Scribd without signing up. Your can choose if your items are for public or private viewing. I chose private so am yet to determine if anyone else can view my Powerpoint via this blog. I would be very wary of Scribd in a school setting. There are advertisments and flashing "click here" sort of boxes that I steer my own children away from. Also as the content of other's publishing is unknown I wouldn't be comfortable letting students (I am Primary) loose on this site.
I have just checked my link via Scribd and am happy with it. I checked all the embedded links and am very pleased that nearly all of them work. The link on the last page is to Facebook and I am having trouble with that one. 3/4 is pretty good for me at this point! I aim to fix the last one when I have a spare half hour - these things take time!
As a footnote, I asked my 12 year old son to help me with loading this powerpoint. He is a Digital Native who uses a personal Toshiba tablet throughout his school day. He helped me improve my Powerpoint, whizzed through the converting to PDF, guided me to Youtube and gave up on loading to Blogger before I did!
This is it, my Powerpoint. It has taken me three attempts to get it to my blog but I have learned much along the way.
I saved my Powerpoint as a PDF flie.
I looked on Youtube to see how to get a PDF file onto Blogger. This was complicated and I even checked out one version in Spanish.
I signed up to Scribd. www.scribd.com Scribd descibes itself as "the worlds largest social reading and publishing company". Signing up is free although you can utilise Scribd without signing up. Your can choose if your items are for public or private viewing. I chose private so am yet to determine if anyone else can view my Powerpoint via this blog. I would be very wary of Scribd in a school setting. There are advertisments and flashing "click here" sort of boxes that I steer my own children away from. Also as the content of other's publishing is unknown I wouldn't be comfortable letting students (I am Primary) loose on this site.
I have just checked my link via Scribd and am happy with it. I checked all the embedded links and am very pleased that nearly all of them work. The link on the last page is to Facebook and I am having trouble with that one. 3/4 is pretty good for me at this point! I aim to fix the last one when I have a spare half hour - these things take time!
As a footnote, I asked my 12 year old son to help me with loading this powerpoint. He is a Digital Native who uses a personal Toshiba tablet throughout his school day. He helped me improve my Powerpoint, whizzed through the converting to PDF, guided me to Youtube and gave up on loading to Blogger before I did!
Thursday, March 29, 2012
Week 5 - Powerpoint
Two out of three of my children have created Powerpoint presentations for talks at primary school.
I am sorry to say that I was unable to assist them due to technical incompetence. My husband helped Josh with his and later Josh helped Tessa with hers. This could be likened to Kirshty's saying in class of "ask three people around you before you ask me" but I didn't want it to get to the ask me stage!
Today I made a Powerpoint myself which I think is a good start. I found the link provided in the course engagement section not so engaging http://www.actden.com/pp/ so I found a tutorial on YouTube https://www.youtube.com/watch?v=3ZUwFwooMrY which worked to get me started.
My Powerpoint is about The Paralympic Football Program. Jay Larkins, Coach of the program gave his consent for me to do this and is happy for the video footage to reach as wide an audience as possible. My family is part of the program and were there for filming day. All families signed a media release document allowing footage to be used in the public arena.
My Powerpoint can be found here ....... (actually, I'll get back to you when I've re-read the tutorial above on how to do this!)
I am sorry to say that I was unable to assist them due to technical incompetence. My husband helped Josh with his and later Josh helped Tessa with hers. This could be likened to Kirshty's saying in class of "ask three people around you before you ask me" but I didn't want it to get to the ask me stage!
Today I made a Powerpoint myself which I think is a good start. I found the link provided in the course engagement section not so engaging http://www.actden.com/pp/ so I found a tutorial on YouTube https://www.youtube.com/watch?v=3ZUwFwooMrY which worked to get me started.
My Powerpoint is about The Paralympic Football Program. Jay Larkins, Coach of the program gave his consent for me to do this and is happy for the video footage to reach as wide an audience as possible. My family is part of the program and were there for filming day. All families signed a media release document allowing footage to be used in the public arena.
My Powerpoint can be found here ....... (actually, I'll get back to you when I've re-read the tutorial above on how to do this!)
Old Blog - Singapore 2007
I have just had a trip down memory lane viewing our family blog from 2007. We moved from New Zealand to live in Singapore that year.
I have found that it is still attached to the same account as this blog but under a different heading. It is like having two diaries available. Both were created with different purposes in mind and aimed at different audiences.
Take a look at our Singapore adventures on http://thecreanfamily.blogspot.com.au .
To be honest the Singapore blog was driven by my husband. He was the technical guy and I had more of an editorial role. We aimed to capture our new life and share it in a form readily available to friends and family. Positives were not having to laboriously cut and paste emails to different friends and family. This also ensured that all interested parties could access the same information and we didn't miss anyone or appear to play favourites.
Knowing what I know now, our Singapore blog was blogging in its simplest form. Just photos and short descriptions of our experiences. It kept many people up to date with our adventures and is a great memory bank for our family.
Looking at it with fresh eyes I see that it would be useful in SOSE. Individuals or a class could construct a blog explaining the environment they live in. Photos and descriptions of people (with permission), places and things that make their environment special. This could be shared with classes in other countries (most of us have some point of contact for this). The other classes could reciprocate with their equivalent information.
I have found that it is still attached to the same account as this blog but under a different heading. It is like having two diaries available. Both were created with different purposes in mind and aimed at different audiences.
Take a look at our Singapore adventures on http://thecreanfamily.blogspot.com.au .
To be honest the Singapore blog was driven by my husband. He was the technical guy and I had more of an editorial role. We aimed to capture our new life and share it in a form readily available to friends and family. Positives were not having to laboriously cut and paste emails to different friends and family. This also ensured that all interested parties could access the same information and we didn't miss anyone or appear to play favourites.
Knowing what I know now, our Singapore blog was blogging in its simplest form. Just photos and short descriptions of our experiences. It kept many people up to date with our adventures and is a great memory bank for our family.
Looking at it with fresh eyes I see that it would be useful in SOSE. Individuals or a class could construct a blog explaining the environment they live in. Photos and descriptions of people (with permission), places and things that make their environment special. This could be shared with classes in other countries (most of us have some point of contact for this). The other classes could reciprocate with their equivalent information.
Friday, March 23, 2012
Week 4 - Digital Video
Well I've made a quick video of Poppy our 5 month old puppy. I tried to pop it on my wiki but didn't manage that so thought I'd try here.
Woohoo it seems to be here! And it's even the right way up which I wasn't expecting. Yay!
The opportunities to use video are vast. A favourite that I have experienced is playing a video back to a prep class after they performed a dance at Parade. They loved seeing the finished product from where the audience saw it. It was like a publication of their work that they could discuss and work on.
Definitely ethics and rights come in here. Consent would be required for all children. Some parents may be happy for the video to be played back to the class but not a wider audience.
Thursday, March 22, 2012
Week 4 - Podacsting
Podcasting seems to be like the recorded radio segments of yester-year. It seems a step up from audio-books and can be done free via Podomatic at http://www.podomatic.com .
Pluses are that it's readily available and free. Minuses are that I found the site confusing and huge. There was so much available on so many topics that I didn't know where to start.
In a Primary classroom siituation I could see myself recording audio onto Podomatic and embedding solely that for students to access.
Given the broad depth available on the site I suspect that letting students wander off on their own journey through it could end in questionable audios being listened to.
In a limited time frame I didn't find a podcast that I liked (I am not a fan of talkback radio and this is what I likened it to initially!)
My attempt to create my own Podcast failed but I aim to try again.
Pluses are that it's readily available and free. Minuses are that I found the site confusing and huge. There was so much available on so many topics that I didn't know where to start.
In a Primary classroom siituation I could see myself recording audio onto Podomatic and embedding solely that for students to access.
Given the broad depth available on the site I suspect that letting students wander off on their own journey through it could end in questionable audios being listened to.
In a limited time frame I didn't find a podcast that I liked (I am not a fan of talkback radio and this is what I likened it to initially!)
My attempt to create my own Podcast failed but I aim to try again.
Week 4 - Voki
On Moodle some of our ICT introductions have a Voki. These are animated characters that speak (text or recorded voice). I assumed that a PhD in Computing may be required to create one but no!
My daughters each had a friend over and I snuck off to try the Voki website out http://www.voki.com/mywebsite.php . Within 5 minutes I had a cluster of 4 children (ages 7-10 years) around me completely enthralled. They each wanted a voki of themselves and especially liked the characters under 'oddball'. Also a hit was the 'animated' background and text recording. Slight changes needed to be made in spelling to make words phonetically accurate - asked needed to be typed in as ASSKED.
Initially I thought that Vokis would only be useful as a hook to catch student's attention as part of a topic introduction. However, given my audience reaction and the relative ease of use I would like to try it with children publishing their own stories (100 words max). I think that setting a time limit on character set up would be useful because otherwise that part could take all day!
The Vokis that I made today are:
http://www.voki.com/php/viewmessage/?chsm=48252b3abd885c6f65de0f11477182f6&mId=1157847
and
http://www.voki.com/php/viewmessage/?chsm=550ddd749911d3276c62f572bdb744f7&mId=1158013
I also made one up of my son saying 'I must get a haircut' and emailed it to him at boarding school. He text straight back so it definitely was attention grabbing!
As an aside I did try Monk-e-maker at www.careerbuilder.com/monk-e-mail . This was fun but probably more suited to peer groups like Professional Development rather than the classroom. Again I sent one to my son which he loved.
My daughters each had a friend over and I snuck off to try the Voki website out http://www.voki.com/mywebsite.php . Within 5 minutes I had a cluster of 4 children (ages 7-10 years) around me completely enthralled. They each wanted a voki of themselves and especially liked the characters under 'oddball'. Also a hit was the 'animated' background and text recording. Slight changes needed to be made in spelling to make words phonetically accurate - asked needed to be typed in as ASSKED.
Initially I thought that Vokis would only be useful as a hook to catch student's attention as part of a topic introduction. However, given my audience reaction and the relative ease of use I would like to try it with children publishing their own stories (100 words max). I think that setting a time limit on character set up would be useful because otherwise that part could take all day!
The Vokis that I made today are:
http://www.voki.com/php/viewmessage/?chsm=48252b3abd885c6f65de0f11477182f6&mId=1157847
and
http://www.voki.com/php/viewmessage/?chsm=550ddd749911d3276c62f572bdb744f7&mId=1158013
I also made one up of my son saying 'I must get a haircut' and emailed it to him at boarding school. He text straight back so it definitely was attention grabbing!
As an aside I did try Monk-e-maker at www.careerbuilder.com/monk-e-mail . This was fun but probably more suited to peer groups like Professional Development rather than the classroom. Again I sent one to my son which he loved.
Monday, March 19, 2012
Multimedia -AHA!
I have had an AHA moment!
Fresh out of school in 1988 I did 1 year at Teacher's College (Primary).
I recall a compulsory subject that I think was called Multimedia Studies. In it we had to learn and demonstrate fancy school gadgets like: OHP, movies projectors, banda machines etc.
I have just realised that this course is the present day equivalent. Technology has progressed so much in 24 years! No more demonstrating how to tie knots on an OHP screen - I'm sure someone has something on Youtube, just Google it and maybe there will be an expert knot tier skipper on a ship somewhere that would like to do a collaborate session with the class?!
Fresh out of school in 1988 I did 1 year at Teacher's College (Primary).
I recall a compulsory subject that I think was called Multimedia Studies. In it we had to learn and demonstrate fancy school gadgets like: OHP, movies projectors, banda machines etc.
I have just realised that this course is the present day equivalent. Technology has progressed so much in 24 years! No more demonstrating how to tie knots on an OHP screen - I'm sure someone has something on Youtube, just Google it and maybe there will be an expert knot tier skipper on a ship somewhere that would like to do a collaborate session with the class?!
Creating a Website
I have created a website with the huge guidance of www.weebly.com. The instructions were useful and after some (much) trial and error I now have 2 pages to my name. They are not perfect but they are a start.
Take a look at http://heresoneimadearlier.weebly.com/. I am most proud of the photo banner at the top.
A disadvantage that I found was that my lap-top didn't cope with this task. I had to change to use the bigger home computer. This also had more photos on file which helped.
An advantage of web sites as a teaching resource is that the finished product cannot be changed by other people. This means that students can present their work in a published form for marking (modern way of handing in assignments).
I would like to explore further and add Youtube clips and other options available in the toolbar at the top.
It is a work in progress, just like me!
Take a look at http://heresoneimadearlier.weebly.com/. I am most proud of the photo banner at the top.
A disadvantage that I found was that my lap-top didn't cope with this task. I had to change to use the bigger home computer. This also had more photos on file which helped.
An advantage of web sites as a teaching resource is that the finished product cannot be changed by other people. This means that students can present their work in a published form for marking (modern way of handing in assignments).
I would like to explore further and add Youtube clips and other options available in the toolbar at the top.
It is a work in progress, just like me!
Reflection - Creating a Blog
Well I am proud to say that I created a blog! We had a blog in 2007 to enable family and friends to follow our adventures living in Singapore http://thecreanfamily.blogspot.com/. However, I can say that my role then was choosing the photos and typing a few descriptions here and there. I was the Editor rather than the Production Manager then.
Our Singapore Blog read like a diary with photos. Although reflection is an important concept, blogging has more to offer educationally than just an online diary.
Blogs can be used for Creative Writing and gives an instant publication, therefore immediate reward. The way that students and teachers can interact globally is amazing to me. This is in the form of writing a blog to share knowledge and ideas which can then be shared and commented on around the world. By looking up www.thelearningplace.eq.edu.au I have accessed Virtual Field Trips and collaborative online projects.
I wish I'd known more about blogs in education in early 2011. I was working at a flood damaged school in Brisbane and had a personal link to a school in Christchurch. At the time I shuffled emails between the schools about what each had experienced. Blogs would have been a fabulous tool for students and staff to connect and share.
As with any tool, there are pros and cons involved with use. I have started a PMI Chart regarding this. Standing for Plus, Minus and Implications. Unfortunately I haven't quite mastered how to upload the chart at time of writing - Marc Prensky (2001) would call me a Digital Imigrant. I'm working on it!
Our Singapore Blog read like a diary with photos. Although reflection is an important concept, blogging has more to offer educationally than just an online diary.
Blogs can be used for Creative Writing and gives an instant publication, therefore immediate reward. The way that students and teachers can interact globally is amazing to me. This is in the form of writing a blog to share knowledge and ideas which can then be shared and commented on around the world. By looking up www.thelearningplace.eq.edu.au I have accessed Virtual Field Trips and collaborative online projects.
I wish I'd known more about blogs in education in early 2011. I was working at a flood damaged school in Brisbane and had a personal link to a school in Christchurch. At the time I shuffled emails between the schools about what each had experienced. Blogs would have been a fabulous tool for students and staff to connect and share.
As with any tool, there are pros and cons involved with use. I have started a PMI Chart regarding this. Standing for Plus, Minus and Implications. Unfortunately I haven't quite mastered how to upload the chart at time of writing - Marc Prensky (2001) would call me a Digital Imigrant. I'm working on it!
Sunday, March 11, 2012
Week 2 - Digital Pedagogy
Online Learning Design
This week I participated in the "Mobile Phones Wiki". Once I realised that I didn't have to create a wiki using my mobile phone (remember I am an extreme Digital Imigrant) I found this stimulating.
It involved group work whereby individuals collaborated via a CQ Campus wiki
http://eded20591-1-12.wikispaces.com/Group+1+Mobile+Phones to discuss the topic: "Mobile Phones - should they be used in the classroom?"
When I was at school the equivalent of this was group brainstorming over a large piece of paper with 1 person as the scribe and another the reporter to tell the class the findings.
This wasn't just a debate, it was a guided task using De Bono's Hats http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htm. Using the hats gave different perspectives for the question eg. negative (black hat), objective (white hat). This is an example of scaffolding. We were given tools which were the Thinking Hats concept and a wiki set up in table form and asked the question. This required drawing on our own knowledege and experience and sharing it with the group.
This experience is an example of Social Constructivism and Connectivism Theories at work.
Social Constructivism involves learning by experience and draws on social interactions within a learning community. This was set up and scaffolded by the teacher.
Connectivism is also in play here due to our networking to share our knowledge and ideas via the wiki. Although contrived, this situation brought together a diverse group of people sharing different opinions.
This week I participated in the "Mobile Phones Wiki". Once I realised that I didn't have to create a wiki using my mobile phone (remember I am an extreme Digital Imigrant) I found this stimulating.
It involved group work whereby individuals collaborated via a CQ Campus wiki
http://eded20591-1-12.wikispaces.com/Group+1+Mobile+Phones to discuss the topic: "Mobile Phones - should they be used in the classroom?"
When I was at school the equivalent of this was group brainstorming over a large piece of paper with 1 person as the scribe and another the reporter to tell the class the findings.
This wasn't just a debate, it was a guided task using De Bono's Hats http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htm. Using the hats gave different perspectives for the question eg. negative (black hat), objective (white hat). This is an example of scaffolding. We were given tools which were the Thinking Hats concept and a wiki set up in table form and asked the question. This required drawing on our own knowledege and experience and sharing it with the group.
This experience is an example of Social Constructivism and Connectivism Theories at work.
Social Constructivism involves learning by experience and draws on social interactions within a learning community. This was set up and scaffolded by the teacher.
Connectivism is also in play here due to our networking to share our knowledge and ideas via the wiki. Although contrived, this situation brought together a diverse group of people sharing different opinions.
Week 1 Addition
Week 1 focussed on Learning Styles.
Having read about different theroies and learning concepts it was very interesting to take two separate on-line tests to see how my learning fits with what was covered.
Using Learning Styles and Strategies by Felder & Solomon which can be accessed by : http://www.engr.ncsu.edu/learningstyles/ilsweb.html , my result put me most strongly as a Sensing Learner. This I agreed with. I like to be given facts, tried and tested methods and hands-on practical "have a go"sort of work. The literature suggested that I would prefer courses with a real world connection. Interestingly, I have only ever wanted to study courses that have a particular job at the end.
The second test covered Multiple Intelligences (Primary) via the Birmingham Grid for Learning, accessed by:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
Again I agreed with my results. I was most strongly Visual/Spatial (Picture Smart) and my second strong area was Interpersonal (People Smart). I have always learned information best from diagrams covered in highlighter pen and drawings in the margin! Being People Smart is not a surprise to me either - I have always worked in roles that require strong interpersonal skills. In fact, Speech Therapy requires strong observation skills of people (Visual/Spatial and Interpersonal Intelligences) so it seems I picked an appropriate career.
Having read about different theroies and learning concepts it was very interesting to take two separate on-line tests to see how my learning fits with what was covered.
Using Learning Styles and Strategies by Felder & Solomon which can be accessed by : http://www.engr.ncsu.edu/learningstyles/ilsweb.html , my result put me most strongly as a Sensing Learner. This I agreed with. I like to be given facts, tried and tested methods and hands-on practical "have a go"sort of work. The literature suggested that I would prefer courses with a real world connection. Interestingly, I have only ever wanted to study courses that have a particular job at the end.
The second test covered Multiple Intelligences (Primary) via the Birmingham Grid for Learning, accessed by:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
Again I agreed with my results. I was most strongly Visual/Spatial (Picture Smart) and my second strong area was Interpersonal (People Smart). I have always learned information best from diagrams covered in highlighter pen and drawings in the margin! Being People Smart is not a surprise to me either - I have always worked in roles that require strong interpersonal skills. In fact, Speech Therapy requires strong observation skills of people (Visual/Spatial and Interpersonal Intelligences) so it seems I picked an appropriate career.
Saturday, March 3, 2012
Week 1 continues...
Last night I went to bed with Marc Prensky. Well, print outs of readings by him!
I realised that when I logged off last night I was a Digital Immigrant. I was an extreme case then who wanted to run back to the boat, hide under a seat and sail back to my comfort zone!!!!
The reading made me laugh, put it all in perspective and face the Digital world again today.
Of course I can do this, for my own benefit and the benefit of my future students. I may seem as competent as Manuel from Fawlty Towers on the way but I will "Just Do It" and succeed.
I realised that when I logged off last night I was a Digital Immigrant. I was an extreme case then who wanted to run back to the boat, hide under a seat and sail back to my comfort zone!!!!
The reading made me laugh, put it all in perspective and face the Digital world again today.
Of course I can do this, for my own benefit and the benefit of my future students. I may seem as competent as Manuel from Fawlty Towers on the way but I will "Just Do It" and succeed.
Week 1
Here I am in Week 1. I've just realised that 1 and ! share the same key. Sums up how I'm feeling really!
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