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!)
Thursday, March 29, 2012
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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