Clicking on the above picture will take you to a podcast (audio clip) that explores just what web 2.0 is and how it is impacting on education.
I didn't even realise until now but you can load a picture into your blog and then link that to a site - a little more exciting than simply giving the link. Trial and error, not a bad way to explore new things!
Assignment one is finally underway... I've tossed around many ideas but struggled to find readings for a few of the ones I was most interested in.
I then decided upon further investigating the Action Learning process and how e-learning can be used to strengthen and support the steps. As I've continued my research, I've begun to wonder if I can really do all the steps justice within the prescribed word limit so I've decided to turn my attention to how the internet has affected researching and all that comes with that. We'll see how that goes - I may end up broadening it out again but I'm fairly happy with where it's going right now.
A pity that the assignment in due a couple of days after I go down South (to take out another exhange student tour). This means I'm going to have to get myself sorted and hand it in early - a good challenge for my time management impaired self!
As we're all aware YouTube can be a great resource, supplying us with a convenient source of motivational and/or educational videos.
I've picked out a couple of my favourite...
Notebook Babies - I love them and so do my students! http://www.youtube.com/user/notebookbabies?blend=6&ob=4 Some of them are just silly and entertaining, but most have an educational theme (often health related)... Here's just one of them, made by the very clever teacher, Tony Dusko.
The Grammar Rock series are another set of fun, educational videos (these ones are songs to motivate and educate students in your English programme) - Search 'grammar rock' on youtube.
McKenzie, J. (2008). Beyond Cut-and-Paste: Engaging Students in Wrestling with Questions of Import. From Now On. Retrieved March 24, 2010 from http://www.fno.org/sept08/cut.html
This article addresses the ‘cut-and-paste’ culture that is prevalent amongst many students. Rather than promoting lazy thinking and corner-cutting research, it states the importance that, as educators, we replace these practices with activities that are “more challenging and more worthwhile.” (McKenzie, 2008).
The following quote clearly defines the issue we are facing:
“We are suffering here and there from a cut-and-paste culture bred by the ease with which any of us can locate and save information. Sadly, Google and its relatives give us all a false sense of security and wisdom as we can search for something as elusive as "the truth" and Google delivers an answer in less than ten seconds.” (McKenzie, 2008).
How do we overcome this issue when students are so assured that simply ‘googling’ with a keyword or two will give the most desired answers?
Firstly, McKenzie recognizes the need to do away with traditional topical research projects. The focus must shift from answering questions based solely on findings as this permits students to simply regurgitate information.
“The mere gathering of information is pretty much guaranteed by going topical. The implied value of such gathering is the mistaken notion that one gains in understanding as one's piles of information grow in size. Sadly, it is possible to lose ground and find oneself fogged in by such collections - the "poverty of abundance."” (McKenzie, 2008).
Many of my students have proudly come to me with dozen of pages of unread research, pleased by the vast pile they’ve accumulated. As McKenzie (2008) stated, having large amounts of un-targeted information does not automatically create a knowledgeable learner. We need to steer students away from this form of research, to a deeper understanding.
In addition to changing the topical nature of projects, McKenzie states that we need to support students to build their own answers based on both research and their informed opinions.
Questions should require “the collection and weighing of evidence to substantiate a well-considered judgment. Such comparison challenges the student at the top of Bloom's Taxonomy - the skill of evaluation.” (McKenzie, 2008). One such example of this – rather than studying James Cook, students would look at four famous navigators and be required to select (and give evidence) explaining who was the best navigator.
This type of research demands more from the students than the common copy-and-paste method. Regardless of the additional work involved, students are much more likely to actually absorb the information efficiently and ultimately take the skills learned and use them in their everyday lives (McKenzie, 2008).
An interesting article that brings attention to the importance of extending questioning and research skills in our students to avoid the pitfalls of researching online.
Another photo application - this one does similar things to 'BeFunky' (on a smaller scale) but also allows students to add stickers, glittery writing, word clouds etc., lets students put their faces onto all sorts of animals and famous people and distorts photos. A good way of displaying photos in a more interesting manner - rather than just including a photo of the person they've studied, why not have students include facts or a speech bubble?
Another neat site, this one is all based in an online application - upload your photos, play with the settings and then save them to your desktop to use as you please.
My Examples (the first photo is the original, the others demonstrate just a few of the choices):
A great site (that mostly manipulates photos), handy for students to spice up their images. These are examples of the 'Framer' tool, used on my own photos. There are heaps of other ones to explore - maybe students could be put into groups to experiment with each of them, and then report back to the class with instructions and suggestions on how to use their particular tool.
You can load the photos from your computer or link directly to Facebook or Flickr!
Swimming Sports 2010
Visiting the tigers in Chiang Mai, Thailand - 2010
Ang Thong National Park, Koh Samui, Thailand - 2010
AutoMotivator is a handy little tool that I've been put onto (thanks Miss Mudford!) I recently used it with my students to set goals (instead of writing 'My goal is to...', the students affirmed themselves by saying 'I will...') that we're displaying around the classroom and putting on our wiki. This time round students selected an image from the internet (using image search in google). I've asked them to think about creative shots so that next term when we do them again, they can use their own arty photo (adding a new element and challenge to the task.)
It's really simple to use, doesn't take long and the students can easily save them to their computers to be printed/displayed later.
A free little download that will turn photos into collages, literally in minutes (if that!) - can be shaped as letters or shapes... what a neat way for the students to display photos from class events, make a family display for the classroom, use for research projects etc. Super easy to use.
My example...
Rafting the Wairoa River!
Click on the image to view a larger version. This links automatically which is very helpful if your students are saving theirs to blogs, wikis etc. as they can display a smaller version but still allow parents and others viewing it to see the detail by clicking.
About time to get back into them - I'm having difficulty finding the time to sit down in a quiet environment and really focus on them. Hopefully I'll be able to settle into a good routine soon... with so many school commitments right now it feels like it's never going to happen.
I've been having fun adding bits and pieces to my page (and in the process am learning a lot).
If you'd like to add quick comments to your blog follow the instructions here (http://www.google.com/support/blogger/bin/answer.py?hl=en&answer=143413); you can change the words like I did to make them more relevant... we live in a busy word and I figure the easier it is to give feedback, the more likely I am to hopefully get some.
Also, you might like to play around with widgets/gadgets - I've added a 'clustrmap'... you can get your own free one here - http://www.clustrmaps.com/. They keep a record of where people have been visiting your blog from which is quite exciting (it's the small things in life haha). Simply apply for your own map and copy the coding in they supply (ctrl C or command C). Then jump back into your blog, click Customize (top right), then select Add Gadget, choose 'HTML/JavaScript' and then paste that coding (ctrl V or command V) into the Content box. Save and you're done!
I've used 'Jing' (which I mentioned last week) to put together a quick recording of how to use the 'wonder wheel' search option in google to branch off at the research stage - a neat way to enhance your use of google and find sub-topics.
Take a look :)
PS: It's my first attempt at actually making a Jing but I think you'll agree it's a great tool! PPS: I tried loading the video onto youtube (because blogger won't let me load up a video directly) but apparently the format isn't supported on youtube! I've now read the help and it seems blogger has issues with Safari (on macs) so I'm downloading the newer version of Firefox which should work - fingers crossed.
Update: Even the new version of Firefox doesn't seem to make a difference, my posting box is still missing the video clip. Any ideas? I might have to try on my PC tonight to see if it's a computer issue or a problem with my login.
Again, updated: Still can't find the embedding code...
Problem Solved!! The 'sharing' option can be changed, so instead of giving a URL link, Jing will supply you with the correct coding - allowing me to embed into this blog.
How exciting, someone from the West Coast of the US has paid my blog a visit!! Hello from the land of the long white cloud. I notice as well that I have followers!
Almost two weeks into my post-grad education I'm not certain just how I feel.
I somewhat agree with a fellow student, Dylan (2010) when he shares his feelings of this course. It feels like a large step up from my recollections of under-grad and in some ways I feel a bit lost. I'm reasonably pleased with my progress on this blog (and would even go as far to say I'm enjoying putting it together!) but assignment one is still for the most part a mystery to me... when time allows I will refer back to the assignment one discussion on moodle and do my best to nut it out.
I'm aware more support will likely be on the way and am probably jumping the gun in my reservations - I think the prospect of online learning (as apposed to face to face) is a little disconcerting for my first paper but what better a paper to take on the challenge.
On the bright side, the more I read and investigate, the more excited I am to allow myself the time to really focus on e-learning. I've been drawn to technology for as long as I can remember and as an educator the idea of improving the quality of my students' learning through ICT is an fabulous thing.
Times are changing, there's no doubt about that. As educators, we are preparing our students for a world that we cannot fully comprehend.
This clip was first shown at the Sony BMG Conference in 2008 and evokes strong personal feelings. I believe we are doing our students an injustice by playing down the place that e-learning has in our future.
Created and researched by Fisch, K., McLeod, S., & Brenman, G. (2008).
This video always gets me thinking about the need to successfully expose students to learning through ICT - it is the way the future is headed. With that said, not all teachers share this view - in my opinion, this is often due to lack of confidence or knowledge.
In one of our discussions online Pomate Westerlund (2010) brought the following quote to the attention of the group;
"No man is an island" - John Donna (n.d.)
Westerlund (2010) continued to state that the role of 'learners' and 'teachers', when working with technology, is often interchangable; with students, teachers, parents and the community ideally working alongside each other to share knowledge and understanding.
Although I believe the views of teaching through ICT are different to the more traditional methods of teaching, some teachers do not yet seem comfortable handing the 'power' over to their students.
Jacqui Wrigg (2010) noted that some teachers are "reluctant to use ICT" as students often pick it up faster than their teachers, and that some educators are not comfortable with taking on the learning role (or even the position of shared learner), instead preferring to be the 'leader', even if it is to the detriment of the students.
Jerry Leaupepe (2010) agrees, stating that he finds it
"...ironic that we teach models to encourage risk taking, sharing of knowledge, peer think groups, etc, yet we go in the opposite direction.", he continues to suggest that "... the light needs to go more on changing teachers attitudes and ethos towards teaching practice and to really do more of what we teach".
I continued by sharing my views;
"I agree that there seems to be a disparity between what most teachers encourage in their students and what they are comfortable doing themselves. More and more, we ask students to critique, debate, reflect and question the world around them, yet not all of us are comfortable handing power over to the students and potentially having them surpass us.
This definitely isn't the case for all teachers... I think there's a lot to be said for being comfortable and secure enough to 'practice what we preach'." (Holland, 2010)
Something to think about, from Tony...
"An interesting point, Sarah. I wonder to what extent teachers need to be able to do everything that students can do? Is this possible, now? What are the levels of practical competence in using ICT that teachers need to have?" (Hunt, 2010).
I don't consider it a requirement for teachers to be completely 'up with the play' in regards to practical knowledge of ICT. I do however, think that it is important that teachers are interested and happy to explore ICTs. With so much help on the internet offering practical advice and suggestions on how to use different e-learning tools, teachers are able to upskill if they see the benefit in doing so.
Personally, I enjoy experimenting and becoming more familiar with different e-learning tools and I have received positive feedback from my students regarding this. Although teachers do not necessarily need to have a high level of understanding, I do consider it to help; even if only to improve my confidence when working with the students.
When we as teachers have knowledge gaps, students can be a great resource as many of them have grown up with technology being second nature to them. If we have the confidence to hand the reins over to our students, they are often capable of making up for the majority of our shortcomings.
I suppose my main message? Show interest, ask for help and actively explore. Always keeping in mind, we are preparing students for a technologically advanced word.
I'm quickly learning that the term e-learning means many things to many people. On the surface, I thought the term would be very simple to define but I've since learned that due to slight differences in terms and application, there are a large variety of suggestions. (Reference some from first reading)
My favourite definition to date, is that of Holmes and Gardner (2006, p. 14). I believe it to be simplistic yet inclusive; they believe that e-learning is
"online access to learning resources, anywhere and anytime."
They remark that their definition focuses more on the essential components of e-learning than many other academic papers (Holmes & Gardner, 2006). I believe that their understanding of e-learning is succinct and transparent, with an obvious focus on the online resources to aid and develop the learning process. It is not focused solely on developing an understanding of applications and programmes, but on using these tools to support learning across the full range of curriculum areas.
Although I consider this definition to have strength, it does raise an important question for me. Does e-learning really have to be accessible anywhere, anytime?
Case in point, if I have a student who participates well in class, collaborates effectively within their group and develops their understanding through the use of a web 2.0 application, but cannot access the internet from home for the time being, are they still participating actively in the e-learning process?
I believe Holmes and Gardner's definition suggests this student cannot be fully considered involved in the e-learning process as they do not have access to these tools "anywhere and anytime" (2006, p. 14). I agree that having access to the tools of e-learning is particularly important, but I am not convinced that a student lacking round the clock access should necessarily be considered excluded from e-learning.
I shall continue my search and see if I can find a more suitable definition or better understand this one.
I've been spending a lot of time looking some websites, in particular a couple of Jacqui Sharp's. She has made a suggestion that helps students get a good base understanding of their topic and directs them efficiently to the answers they're seeking (Sharp, 2010).
Research on Google with 3 key words (and narrow the search down by using the suitable search engine - eg. .co.nz for a New Zealand search)
Set up a mindmap (using a programme like Inspiration) and add 'arms' for each sub-question.
Select a site from the google search and press Ctrl F/Command F (the find shortcut), then type in a key word (or synonym) that will bring up info for a sub-question. By using the find shortcut, students cut down on researching time.
Enter findings into the mindmap and continue until answers are found for each question.
Glogster allows you and your students to create interactive, online posters - making it easy for even less creative students to make an attractive presentation.
You can sign your class up to edu.glogster yourself, pass out their passwords (have them reset them themselves) and then keep tabs on everything they're doing - once they've completed their work it becomes available to the rest of the class to view. The education version of glogster allows you to keep your students save online as it's designed specifically to be used by teachers and students.
I've printed glogs and displayed them online on our wiki too. Worth a look :)
This is an example I made for my class - they were to make a similar page to be used as a portfolio title page.
What a fabulous (and free) application! Jing allows you to take screen prints easily (take a picture of your screen, it doesn't actually print anything) but most exciting, it allows you to record a video of your computer screen - it was demonstrated to me by way of a podcast video. All the steps were recorded on the screen with step by step verbal instructions... a great way to record multi-step processes and allow students to revisit the instructions anytime they like. I'm looking forward to using this to help my students and getting them to have a play with this programme too!
Having looked over a couple of readings, I've been thinking about just what e-learning means to me. I created this 'word cloud' (to share my thoughts and they key ideas I read about) using wordle.net (a free web 2.0 tool - the more you type in a word, the larger it appears on the final wordle) and then used the 'Grab' application (as I'm working on my school Mac) to copy it. Finally I converted the file to JPEG to allow me to post it to this blog.
My goodness, what a lot of brackets ;)
Roblyer & Edwards (2003) and Colbert (2006).
Click on the wordle above to see a larger version.
This is the beginning of my journey into the vast world of e-learning. I suppose it is a road that I have been traveling along for some time but I am looking forward to placing specific importance on it and making it a real focus. I hope that by the time this semester is complete, I am able to confidently say that my students have benefited from my new understanding, and that future students will benefit even more as I continue to educate myself in NETs (New Educational Technologies).
Today I was lucky enough to be paid a visit by Jacqui Sharp, a very knowledgeable professional - definitely someone to aspire to be more like. Jacqui introduced me to some web 2.0 applications that I'm not yet familar with and (along with this paper,) has reignited my desire to explore these tools. I intend to record these sites on my blog, both in the hope that I can introduce some of you to applications/programmes that might be handy and as a way of actually keeping track of them myself!
I'd love to hear of any experience you have on using these applications (you may be using them in a completely different way to me) and your thoughts - I'd also be very thankful if anyone would like to share their favouites that I haven't yet come across.
I've seen how these sites can get students excited about their work and allow them to think in a more creative, interesting way - something that gets me very excited!
Welcome to a record of my learning in EDPROFST 714 - I hope that this blog will both clarify my own understanding and possibly aid you in developing yours (who knows!)
(Click any images that you see in the blog to enlarge them for improved viewing)
