"We must educate the students we have, not the student we used to have, nor the student we wished we had. We must adapt to today's student, not them adapting to us. We must adapt to their world of today's 21st century technology. We cannot teach like we've taught forever anymore. We must change ourselves to adapt to their world." (Sharing Technology, 2009)
Students these days are in way or another are actively and enthusiastically involved in technology in their out of school, leisurely environment for example when they participate in playing videogames, downloading music or making movies. Prensky (2009) agrees with this when he states that ‘all the students we teach have something in their lives that’s really engaging—something that they do and those they are good at, something that has an engaging, creative component to it.’
It is in our best interests as Learning Managers to construct effective instructional pedogogical design within learning experiences to engage and enthuse our students. How do we do this? I believe the answer is right at our fingertips. Research relating to current pop culture describes the way in which technology such as videogames are marketed to children. The words “Explore…” “Take on your friends.” “Exciting!”“Challenging!” “Master…”“Amass…” “Build…” “Perform…” “Research…”“Lead…” “Don’t work alone” are used to engage children (Prensky, 2009). I believe these words underpin the e-learning tools and programs which are freely available on the World Wide Web as well as the potential learning experiences that Learning Managers can design for their students.
I believe that YouTube (2009) is fantastic tool to engage learners within the classroom and if used in a meaningful approach can be ultimately effective for students to reach desired outcomes in a wide range of KLA's. YouTube is a free video-sharing website, it has quickly become a popular way to upload, share, view, and comment on video clips. These clips range from self-produced short films and performance videos to portions of mainstream film and TV. YouTube can offer immeasurable pedagogical learning opportunities for students of varying abilities and disabilities, learning styles and personalities in a wide variety of KLA's within the classroom. WorldWideLearn (2009) highlight this idea when they state that “Learning is self-directed, allowing students to choose content and tools appropriate to their differing interests, needs, and skill levels” .For example, YouTube encompasses masses of educationally valuable learning tools, activities and tasks for EAL and ESL students. Beare (1997) highlights this idea when he explains that 'these sites provide English learners and classes with a new tool to improve listening skills as well as offering authentic examples of everyday English used by everyday people'.
Sprenger (1999) tells us that emotional memory strategies are by far the most effective and insists that music in particularly can be very powerful in gaining emotional memory. Music can be incorporated into learning experiences to assist students in making meaning of content. Music can be accessed from various online learning applications such as Incompetech and YouTube but can also be incorporated into numerous other applications such as PowerPoint, Interactive Smart Boards and Animations and Simulations to hook in and increase student engagement. For example, when constructing and transferring content to students on the 'Diggers' and Australian War History the Learning Manager could play 'I was only 19’ by Redgum. This is in aid of provoking feeling and emotion and can result in the students becoming more engaged, making connections and using their emotional memory to learn and retain information. Music can also be used routinely for more simple tasks such as in student’s free time and when transitioning into new tasks.
At the beginning of my e-learning journey I felt I was a competent user of the World Wide Web and possessed considerable knowledge of what it had to offer in terms of educational purpose. Throughout working my way through the Course Module I found that I was quite the opposite and the skills and knowledge which I had were only minimal in comparison to the myriads of e-learning tools and applications that are available on the internet. The majority of e-learning tools and applications that we were to explore, I was entirely unfamiliar with. It became apparent that the utilisation of these tools within learning experiences underpins smart, efficient, engaging and futuristic teaching which results in effective learning. The journey was supported by a sense of collaboration where opportunities were available to communicate with peers and educators. The concept of e-learning within the classroom and my journey in this e-learning task are both intrinsically linked to the ‘Engagement Theory’. Kearsly & Shneiderman (1999) explain that the ‘engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom’. Even though the assessment task was to be completed individually, it enabled us to some extent to co-operatively and collaboratively learn within our peer community via communication technologies such as forums, email and phone calls, all of which I was actively involved in. Our professional blogs enabled ourselves and our peers to leave thoughtful and relative comments surrounding content posted on blogs. This offered a sense of motivation, encouragement and overall engagement within the student cohort and gave opportunities for higher level learning. E-learning within the classroom gives students opportunities to experience authentic, engaging and innovative learning experiences in a collaborative and co-operative student- structured environment. It also develops lifelong transferable learning skills. Marzano & Pickering (1997) agree that Learning Managers should use a variety of ways to engage students as well as structuring opportunities for students to work with peers. In saying this, by constructing authentic- based and peer- structured experiences using online applications and tools that students are able to clearly see the relevance and use and therefore are more likely to become engaged.
The 21st century and the technology it has produced has given educators opportunities to become involved in the wide world of e-learning and where possible to step away from the traditional style of teaching. Zang & Nunamaker (2003) continue with this idea when they explain that with the information technology revolution that traditional classroom education does not always satisfy all the needs of the new world of a lifelong learning. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
Reference List
Beare. K. (1997) YouTube in the classroom. Retrieved 16 August, 2009 from http://esl.about.com/b/2008/07/29/youtube-in-the-classroom.htm
Given, B. (2002). Teaching to the Brain's Natural Learning Systems. Alexandria: Association for Supervision and Curriculum Development.
Kearsley, G & Shneiderman, B. (1999) Engagement Theory: A framework for technology-based teaching and learning. Retrieved 16 August, 2009 from
http://home.sprynet.com/~gkearsley/engage.htm
Prensky. M (2006) Engage or Enrage me. Educause Review, October, 2006
Sharing Technology (2009). Using YouTube in the classroom. Retrieved 16 August, 2009 from http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/using-youtube-in-the-classroom.aspx
Sprenger. M (1999). Learning and Memory: The brain in action. Retrieved 15 August, 2009 from
http://books.google.co.uk/books?id=OjZR
WorldWideLearn (2009) E-Learning Essentials: What is e-learning? Retrieved 17 August, 2009 from http://www.worldwidelearn.com/elearning-essentials/elearning-benefits.htm
YouTube (2009) Retrieved 16 August ,2009 from
www.YouTube.com.au
Zang. D, Nunamaker. J (2003) Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Retrieved 15 August, 2009 from www.springerlink.com/content/x2jv277358503x28/ Volume 5, Number 2 / April, 2003
Tuesday, August 18, 2009
Monday, August 17, 2009
Mahara: e-portfolios
"An electronic portfolio is an online collection of reflections and digitial arterfacts that students and staff can use to demonstrate their development over time to various audiences" (Mahara, 2009).
Users of Mahara are able to iclude various types of artefacts in their eportfolio which can be uploaded such as resumes or cv's, education based files and blogs. Within this, you are able to upload web content such as videos, audio and image files. These elemenets are able to be viewed by audiences selected by the user. The user can place and recieve reflections and feedback relating to pieces of work that exist in their eportfolio. It is also a great tool to network and form groups with peers and collegues within your career field. Overall, this tool is a gradual digital display of your learning transitions and development within your specific field such as Education.
Again, another engaging tool to use within the classroom, preferably more suited to upper primary and secondary students, that definately displays the technological transition we are making into the 21st century.
E-portfolios create an easy accessible, neat, efficient and futuristic way to display learnings and skills which I believe will most certainly increase students motivation, self esteem and confidence when they become users of Mahara. Already, I am eager to add to my eportfolio my skills, goals, learning development and teaching and learning philosophies in a professional and impressive manner.
I do note that this program could be difficult for some students to use intitially, as it was for me. However, the more students and staff use the program to become acquainted with its many uses, the more students and staff will gain competance in using the program. Learning Managers should adopt a 'have a go' and 'practice makes perfect' strategy when teaching children the ins and outs of such complex elearning tools.
References
Mahara (2009) Retrieved 16 August 2009 from
http://demo.mahara.org/artefact/file/download.php?file=6440&view=823
Users of Mahara are able to iclude various types of artefacts in their eportfolio which can be uploaded such as resumes or cv's, education based files and blogs. Within this, you are able to upload web content such as videos, audio and image files. These elemenets are able to be viewed by audiences selected by the user. The user can place and recieve reflections and feedback relating to pieces of work that exist in their eportfolio. It is also a great tool to network and form groups with peers and collegues within your career field. Overall, this tool is a gradual digital display of your learning transitions and development within your specific field such as Education.
Again, another engaging tool to use within the classroom, preferably more suited to upper primary and secondary students, that definately displays the technological transition we are making into the 21st century.
E-portfolios create an easy accessible, neat, efficient and futuristic way to display learnings and skills which I believe will most certainly increase students motivation, self esteem and confidence when they become users of Mahara. Already, I am eager to add to my eportfolio my skills, goals, learning development and teaching and learning philosophies in a professional and impressive manner.
I do note that this program could be difficult for some students to use intitially, as it was for me. However, the more students and staff use the program to become acquainted with its many uses, the more students and staff will gain competance in using the program. Learning Managers should adopt a 'have a go' and 'practice makes perfect' strategy when teaching children the ins and outs of such complex elearning tools.
References
Mahara (2009) Retrieved 16 August 2009 from
http://demo.mahara.org/artefact/file/download.php?file=6440&view=823
Voicethread
Yuen (2008) explains that Videothread is a Web-based digital-storytelling application that allows users to share their stories through audio, images, videos or text. It also allows visitors to make comments on their stories in five different ways: 1) voice with a microphone, 2) or voice with telephone), 3) text, 4) audio file, or 5) video with a webcam. The stories can be shared with anyone in the world or they can be kept private for selected individuals.
After playing around in Voicethread for quite some time, I found myself enjoying the freedom the tool provides to comment in it's various ways. I did however, struggle to upload any audio files any audio files but I can absolutely see the effectiveness of this application. If I was able to do this, it would have made for a more entertaining and informative collaborative piece of work. There are many learning potentials with the use of this program. For example, when students create an audio file, they focus their attention on their voice and projection therefore improving their speaking fluency. Another learning opportunity could involve loading an entire picture book onto Voicethread, then students are able to comment about various aspects of it in a collaborative and engaging way. The program can also be used to include real life learning elements, not to mention gaining skills in visual literacy. As Learning Managers we know that by teaching using real life contexts can be extremely effective. This idea is backed up by Marzano and Pickering (1997) when they explain that Learning Managers should construct tasks that are authentic, that is, related to life outside school. The image of the koala above represents just this. Students could express their thoughts, feelings, ideas on current affairs such as the Victorian bushfire's in a number of ways using the comment element of Voicethread.
Marzano & Pickering (1997). Dimensions of Learning (2nd Ed) Aurora, Colorado.
Yuen. S. (2008) Tech Learning Retrieved 16 August 2009 from
http://scyuen.wordpress.com/2008/01/14/voicethread/
Sunday, August 16, 2009
Loving music in the classroom.
Educators need to understand cognitive development and be able to link current brain research to classroom instruction to be effective teachers.According to Given (2002) there are five natural learning styles in the brain which are emotional, social, cognitive, physical and reflective. She explains that these all play an important role in the development of an effective classroom but highlights that there are just two which seem to be most necessary which are the emotional and the social systems.
In saying this, it makes sense that as Learning Managers we must ensure that we provide an emotionally safe classroom for all students. This can be linked to Marzano & Pickerings (1997) Dimensions of Learning when they discuss that teachers must create a balanced classroom climate which is underpinned by positive attitudes and perceptions. Some students have difficulty articulating their ideas, feelings and/or opinions orally through a discussion. Therefore Learning Managers should encourage these students to come up with other ways to express themselves. This could be done through the use of music in the classroom. Given (2009) explains that 'teachers need to allow for the differences in their classrooms to help students feel that their varied viewpoints and different ways of solving problems are acceptable'. By encouraging this, teachers are creating an emotionally safe and comfortable classroom climate which is encouraging and supportive for all learners.
Sprenger tells us that emotional memory strategies are by far the most effective and insists that music in particularly can be very powerful in gaining emotional memory. Music can be incorporated to assist students in making meaning of content. For example, when discussing the 'diggers' and Australian war history, the Learning Manager could play 'I was only 19' to the students. This is in aid of provoking feeling and emotion and can result in the students becoming engaged and using their emotional memory to learn and retain information.
Music can also be used for more entertaining and simple tasks such as in students free time, art activities as well as when transitioning into new tasks.
Given, B. (2002). Teaching to the Brain's Natural Learning Systems. Alexandria: Association for Supervision and Curriculum Development.
Sprenger. M (1999). Learning and Memory: The brain in action. Retrieved 15 August 2009 from
http://books.google.co.uk/books?id=OjZR-1O5_yoC&pg=PA76&lpg=PA76&dq=using+music+in+classroom+%2B+feelings+%2B+emotions&source=bl&ots=A8IjkQBOJd&sig=jw5iN2m50pmCZhabQRojGHfij3g&hl=en&ei=NOiISu_AJI36kAXsiZ29Bw&sa=X&oi=book_result&ct=result&resnum=8#v=onepage&q=&f=false
In saying this, it makes sense that as Learning Managers we must ensure that we provide an emotionally safe classroom for all students. This can be linked to Marzano & Pickerings (1997) Dimensions of Learning when they discuss that teachers must create a balanced classroom climate which is underpinned by positive attitudes and perceptions. Some students have difficulty articulating their ideas, feelings and/or opinions orally through a discussion. Therefore Learning Managers should encourage these students to come up with other ways to express themselves. This could be done through the use of music in the classroom. Given (2009) explains that 'teachers need to allow for the differences in their classrooms to help students feel that their varied viewpoints and different ways of solving problems are acceptable'. By encouraging this, teachers are creating an emotionally safe and comfortable classroom climate which is encouraging and supportive for all learners.
Sprenger tells us that emotional memory strategies are by far the most effective and insists that music in particularly can be very powerful in gaining emotional memory. Music can be incorporated to assist students in making meaning of content. For example, when discussing the 'diggers' and Australian war history, the Learning Manager could play 'I was only 19' to the students. This is in aid of provoking feeling and emotion and can result in the students becoming engaged and using their emotional memory to learn and retain information.
Music can also be used for more entertaining and simple tasks such as in students free time, art activities as well as when transitioning into new tasks.
Given, B. (2002). Teaching to the Brain's Natural Learning Systems. Alexandria: Association for Supervision and Curriculum Development.
Sprenger. M (1999). Learning and Memory: The brain in action. Retrieved 15 August 2009 from
http://books.google.co.uk/books?id=OjZR-1O5_yoC&pg=PA76&lpg=PA76&dq=using+music+in+classroom+%2B+feelings+%2B+emotions&source=bl&ots=A8IjkQBOJd&sig=jw5iN2m50pmCZhabQRojGHfij3g&hl=en&ei=NOiISu_AJI36kAXsiZ29Bw&sa=X&oi=book_result&ct=result&resnum=8#v=onepage&q=&f=false
File storage @ Mediafire
Mediafire is simply an easy way to store files and images without using up your own personal computer disk space. This program is a shared environment and allows users to upload and download information. This could be a useful tool to use within and more importantly outside of the classroom learning environment. Students are able to access Mediafire in their out of school time for tasks such as homework or projects. This is beneficial as students do not have to be at school to complete tasks that are on the school's system.
Slideshare
The Beach
View more presentations from jessvarley84.
Throughout the entire process of using 'slideshare' uploading powerpoint and audio files I encountered many problems, not to mention linking the two together. I managed to upload a powerpoint presentation however, but with no audio file. It became apparent that Learning Managers must possess a firm grasp on technologies they wish to implement within the classroom. If this does not happen, students become off task, unengaged and doubt the teacher's capabilties which are all round negatives which must be avoided. As students use this tool and begin creating slideshow presentations and other multimedia, they encounter a variety of file types they're not acquainted with. Most students have dealt with text files such as Word and WordPerfect and spreadsheet files such as Excel, but many students are unacquainted with graphic, audio, and video files. Learning Managers must be prepared and plan for any technological problems they may encounter when using 'slideshare' within the classroom. We know that many students are a step or two ahead of us when it comes to technological tools such as 'slideshare' however, it is vital that the Learning Manager is competant in guiding students through tools such as this, in particular for those students who have not been acquainted with such technolgy.
Wikipedia = info overload!
"Wikipedia is a free,web-based and collaborative multilingual encyclopedia. Its name is a portmanteau of the words wiki (a technology for creating collaborative websites, from the Hawaiian word wiki, meaning "quick") and encyclopedia. Wikipedia's 13 million articles (2.9 million in English) have been written collaboratively by volunteers around the world, and almost all of its articles can be edited by anyone who can access the Wikipedia website. Launched in 2001 by Jimmy Wales and Larry Sanger, it is currently the largest and most popular general reference work on the Internet.
There is much debate within Tertiary level education which surrounds the authenticity of many websites content available on Wikipedia and the use of this within academic assignments and tasks. However, it is a very valuable tool to use within the primary and even secondary classroom as a starting point for students to gain information on a multitude of topics. Edutopia (2005) highlights the benefits of using Wikipedia in the classroom when they explain that the tool presents "a new challenge to classrooms, but a very positive and welcome one. It provides new sources, new methods for getting information, and new ways to take advantage of that online-focused mentality".
I have utilised this tool within learning experiences with a Year 3 cohort. The topic was on famous explorers. Students were able to research using this tool in a simple and easy to understand manner. I found the students to be very engaged with this effective e-learning tool.
Wikipedia (2009) What is Wikipedia Retrieved 15 August 2009 from
www.wikipedia.com.au
Edutopia (2005). Using Wikipedia in the classroom. Retreieved 15 August 2009 from
http://www.edutopia.org/using-wikipedia-classroom
There is much debate within Tertiary level education which surrounds the authenticity of many websites content available on Wikipedia and the use of this within academic assignments and tasks. However, it is a very valuable tool to use within the primary and even secondary classroom as a starting point for students to gain information on a multitude of topics. Edutopia (2005) highlights the benefits of using Wikipedia in the classroom when they explain that the tool presents "a new challenge to classrooms, but a very positive and welcome one. It provides new sources, new methods for getting information, and new ways to take advantage of that online-focused mentality".
I have utilised this tool within learning experiences with a Year 3 cohort. The topic was on famous explorers. Students were able to research using this tool in a simple and easy to understand manner. I found the students to be very engaged with this effective e-learning tool.
Wikipedia (2009) What is Wikipedia Retrieved 15 August 2009 from
www.wikipedia.com.au
Edutopia (2005). Using Wikipedia in the classroom. Retreieved 15 August 2009 from
http://www.edutopia.org/using-wikipedia-classroom
Webquests
A Webquest is a scaffolded inquiry-based learning tool designed to encourage students to become responsible for their own learning. It involves providing students with a specified problem, the activities to support that problem, and links to information available on the web which the students should use to acquire knowledge in order to complete the task. The founders of Webquests Dodge & March explain that the primary attributes of an effective Webquest include providing an authentic task that promotes critical thinking skills to be used and developed (March, 2004).
Webquests consist of 6 essential parts. Concept to Classroom (2009) explain that the 'introduction' section provides background information and motivational scenarios like giving students roles to play. The introduction should hook in the students by being desirable and fun for students. The next part is the 'task' where students are given a formal description of the overall product they need to have accomplished. The 'process' element includes the steps in which students must take to accomplish these tasks. In this, should be embedded links to informative and relative websites. The 'resource' section of the Webquest consists of a list of the resources that your students will need to complete the task. Following this, is the 'evaluation' section where students are evaluated and assessed by using a rubric. At the beginning of a Webquest it is important that the Learning Manager sets a clear benchmark of what is required from the students Webquests. The Learning Manager should show students a range of low standard and high standard Webquests. Lastly is the 'conclusion' of the Webquest. This step allows for reflection by the students and summation by the teacher. Setting aside time for discussion of possible extensions and applications of the lesson honors the constructivist principle: "We learn by doing , but we learn even better by talking about what we did." During the concluding section of a WebQuest, you can encourage your students to suggest ways of doing things differently to improve the lesson.
Dodge (1997) explains that Webquests can be designed to fit within a short term frame or long term time frame however, either way are designed to make the best use of the learners time. The instructional goal of a short term Webquest should consist of approximately 1- 3 lessons and can be linked to Marzano & Pickering's Dimensions of Learnings (1997) of 'Acquiring and Integrating Knowledge' when students are presented with new information and have made meaning. Dimension 3 (1997) which discusses students extending and refining this learnt knowledge is linked to long term Webquests where students analyse information and demonstrated their learning's by creating something that others can respond to both on and off line. A typical time frame for a long term Webquest would take from around 1 week to 1 month for completion.
Webquests consist of 6 essential parts. Concept to Classroom (2009) explain that the 'introduction' section provides background information and motivational scenarios like giving students roles to play. The introduction should hook in the students by being desirable and fun for students. The next part is the 'task' where students are given a formal description of the overall product they need to have accomplished. The 'process' element includes the steps in which students must take to accomplish these tasks. In this, should be embedded links to informative and relative websites. The 'resource' section of the Webquest consists of a list of the resources that your students will need to complete the task. Following this, is the 'evaluation' section where students are evaluated and assessed by using a rubric. At the beginning of a Webquest it is important that the Learning Manager sets a clear benchmark of what is required from the students Webquests. The Learning Manager should show students a range of low standard and high standard Webquests. Lastly is the 'conclusion' of the Webquest. This step allows for reflection by the students and summation by the teacher. Setting aside time for discussion of possible extensions and applications of the lesson honors the constructivist principle: "We learn by doing , but we learn even better by talking about what we did." During the concluding section of a WebQuest, you can encourage your students to suggest ways of doing things differently to improve the lesson.
Dodge (1997) explains that Webquests can be designed to fit within a short term frame or long term time frame however, either way are designed to make the best use of the learners time. The instructional goal of a short term Webquest should consist of approximately 1- 3 lessons and can be linked to Marzano & Pickering's Dimensions of Learnings (1997) of 'Acquiring and Integrating Knowledge' when students are presented with new information and have made meaning. Dimension 3 (1997) which discusses students extending and refining this learnt knowledge is linked to long term Webquests where students analyse information and demonstrated their learning's by creating something that others can respond to both on and off line. A typical time frame for a long term Webquest would take from around 1 week to 1 month for completion.
Concept to Classroom (2008). Retrieved 15 August 2009 from http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.html
Marzano & Pickering (1997). Dimensions of Learning. Aurora, Colorado
Dodge. B (1997). Some thoughts about Webquests. Retrieved 15 August 2009 fromhttp://webquest.sdsu.edu/about_webquests.html
March, T. (2004).What WebQuests Are (Really). Retrieved August 15 2009 from
http://bestwebquests.com/what_webquests_are.asp
Google Earth
I had not previously used Google Earth, but have heard many positive comments about the e-learning tool. After exploring the program I began to think about the multitude of learning opportunities that it could offer in such an engaging and exciting way. Learning Managers could address many outcomes in a variety of KLA's such as Maths, History and Geography by using this tool within the classroom. For example, Google Earth allows students to find distances between two places to the centimetre, view important historical landmarks or fly around the world as well as even being able to view their own home.
One of the most challenging tasks constantly facing language teachers is how to capture the interest and to stimulate the imagination of their students so that they will be more motivated to learn. How can students not become actively engaged in their learning with amazing technologies such as Google Earth! Google Earth offers a plethora of authentic or real-life learning opportunities for all students. Marzano & Pickering (1997) discuss the variety of ways to engage students in classroom tasks. They continue this idea when they explain that by constructing tasks that are 'authentic', that is, related to real life outside of school allows students to clearly see the relevance and use of tasks and therefore are more likely to be engaged in them.
Marzano & Pickering (1997) Dimensions of Learning (2nd Ed) Aurora, Colorado.
One of the most challenging tasks constantly facing language teachers is how to capture the interest and to stimulate the imagination of their students so that they will be more motivated to learn. How can students not become actively engaged in their learning with amazing technologies such as Google Earth! Google Earth offers a plethora of authentic or real-life learning opportunities for all students. Marzano & Pickering (1997) discuss the variety of ways to engage students in classroom tasks. They continue this idea when they explain that by constructing tasks that are 'authentic', that is, related to real life outside of school allows students to clearly see the relevance and use of tasks and therefore are more likely to be engaged in them.
Marzano & Pickering (1997) Dimensions of Learning (2nd Ed) Aurora, Colorado.
Podcasts
Podcasts are audio files that can be automatically delivered directly to your desktop computer, and can be transferred to your iPod or other MP3 player. You are able to subscribe to podcasts using "podcatcher" software such as the popular 'Itunes'. I downloaded two podcasst to Itunes which one was called 'English in 6 minutes'. The audio content was based on the topic 'clouds'. This was a simple process that could most certainly be a valuable tool to use within the classroom.
It is evident that we are witnessing a rapid increase in the use of Web-based 'collaborationware'. Podcasts have been increasingly adopted by many within the Education system. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and collaboration. Podcasts offer a way to enhance students learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments.
Collaborative learning is an integral part of constructivist environments and which can be directly linked to e-learning, in particularly podcasting. Besides being learner-centered, constructive learning is about co-constructing knowledge, i.e., collaborative learning. Gosk (2009) explains that, “Learning most naturally occurs not in isolation but by teams of people working together to solve problems. Collaborative Learning Environments or CLE's should provide access to shared information and shared knowledge-building tools to help learners to collaboratively construct socially shared knowledge.”
Gosk. C. (2009) Learning Solutions: E-Magazine Retrieved 15 August 2009 from http://ltt.nciwiki.com.au/file/view/Wikis_Blogs_Podcasts_Tools.pdf
It is evident that we are witnessing a rapid increase in the use of Web-based 'collaborationware'. Podcasts have been increasingly adopted by many within the Education system. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and collaboration. Podcasts offer a way to enhance students learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments.
Collaborative learning is an integral part of constructivist environments and which can be directly linked to e-learning, in particularly podcasting. Besides being learner-centered, constructive learning is about co-constructing knowledge, i.e., collaborative learning. Gosk (2009) explains that, “Learning most naturally occurs not in isolation but by teams of people working together to solve problems. Collaborative Learning Environments or CLE's should provide access to shared information and shared knowledge-building tools to help learners to collaboratively construct socially shared knowledge.”
Gosk. C. (2009) Learning Solutions: E-Magazine Retrieved 15 August 2009 from http://ltt.nciwiki.com.au/file/view/Wikis_Blogs_Podcasts_Tools.pdf
Monday, August 10, 2009
Online Quizzes
Classmarker is a fantastic tool for students to use, in particularly their home learning environment. Not to mention, by incorporating online quizzes allows movement towards almost non-paper summative assessments which is could be highly beneficial for many parties. Classmarker allows Learning Managers to customise quizzes to assess students acquired knowledge and understanding on various content.When designing a quiz, Classmarker gives the Learning Manager many options that can be adjusted according to the year level and ability level of the students. For example, the tool offers a time frame for which the quiz must be completed, this could be maximised if the participating students were of a low level in the specific area on content. Also, another quiz option which could be selected accordingly to the students ability level is the type of question given such as multiple choice, true/false or even an essay response. Learning Managers are able to share tests which is a huge benefit in terms of time management. Students could also create their own quizzes in which their peers could participate in.This would employ both peer and self assessment elements. When students work both individually and collaboritvely when using this program, self assessment may be used to help develop in students the ability to examine and think critically about their learning. Peer assessment could also be utilised when student work cooperatively, to be critical of others’ work and receive critical appraisals of, and feedback on, their own work (2009). Another positive aspect of Classmarker is that students can promptly gain feedback on their performance by checking their answers against the correct ones which are displayed under the answer button.
TEST YOUR KNOWLEDGE ON THE HUMAN BODY:
http://www.classmarker.com/teacher/edit_test.php?test_id=57916
References
Classmarker (2009) Retrieved 112 August 2009 from
www.classmarker.com.au
Queens University Belfast (2009) Peer and self assessment. Retrieved 12 August 2009 from
http://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/Resources/PeerandSelfAssessment/
TEST YOUR KNOWLEDGE ON THE HUMAN BODY:
http://www.classmarker.com/teacher/edit_test.php?test_id=57916
References
Classmarker (2009) Retrieved 112 August 2009 from
www.classmarker.com.au
Queens University Belfast (2009) Peer and self assessment. Retrieved 12 August 2009 from
http://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/Resources/PeerandSelfAssessment/
Animations & Simulations
CQU (2009) explains that animations and simulations offer substantial advantages over print based material when it comes to complex interactions and concepts in a wide range of KLA's. An Educational Simulation provides a virtual experience which is based on an internal model of a real-world system or phenomena that would otherwise be dangerous, expensive or even impossible to access. Utilising animations within learning experiences has been proved to be very engaging and rich in learning opportunities for students when they are able to gain knowledge, skills and concepts. Students are able to use these tools collaboratively or individually and also allows an interactive classroom climate when both animation and simulation tasks are executed through an interactive whiteboard or smart board.
Another benefit of Animations and Simulations is that they are web-based so they can be made accessible for the students to use out of the classroom. It is obvious that these tools would engage all students which would result in gaining knowledge, understanding and skills in a real life learning context. "Real-world learning situated in real-world contexts has been shown to have positive impacts on learning and learner motivation (Duffy & Cunningham, 1996).
CQU (2009). Teacher Deliveries Technology. Retrieved 10 August from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Duffy, T. & Cunningham, D. (1996). Constructivism: Implications for the Design and Delivery of Instruction. In D.
Another benefit of Animations and Simulations is that they are web-based so they can be made accessible for the students to use out of the classroom. It is obvious that these tools would engage all students which would result in gaining knowledge, understanding and skills in a real life learning context. "Real-world learning situated in real-world contexts has been shown to have positive impacts on learning and learner motivation (Duffy & Cunningham, 1996).
CQU (2009). Teacher Deliveries Technology. Retrieved 10 August from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Duffy, T. & Cunningham, D. (1996). Constructivism: Implications for the Design and Delivery of Instruction. In D.
Static Websites
Wikipedia (2009) explains that a static website is one that has web pages stored on the server in the format that is sent to a client web browser. In other words, this tool allows people to display their products from a marketing aspect. Wikipedia (2009) continues with this idea when they explain that simple forms or marketing examples of websites, such as classic website, a five-page website or a brochure website are often static websites, because they present pre-defined, static information to the user. These websites are able to display videos, images and other effective tools to create an engaging and aesthetically pleasing site for the reader.
This type of website is similar to that of creating and distributing a brochure that generally displays consistent information but which the website designer can periodically update information and images etc.
An example of this tool being used within the classroom could comprise of a Technology project-based task where students work individually or collaboratively to design a website that markets a product which they have planned, designed and constructed. With project-based learning (Bodilly, Purnell, Ramsey, & Smith, 1995; Schneider et al., 2002) students constantly pose and refine questions. They design and construct simple and/or complex investigations which require them to gather analyze, and interpret data to report findings. Tasks related to Static websites can easily be linked to the 'engagement theory' where students become meaningfully engaged in learning activities through interaction with others and worthwhile tasks. It encompasses all three components which are collaboration, project orientation, and authentic focus, and outlines research questions to establish its efficacy (1998).
I completed an assessment which this tool could have been very beneficial if I was aware of its use and purpose. We were to use the technological process to construct an object, mine being a remote control holder. The culmination of the task required to set up a static display to market the final product, this could have been done possibly more effectively by using a static website instead.
References
Bodilly, S., Keltner, B., Purnell, S., Reichardt, R., & Schuyler, G. (1998). Lessons from the new American schools' scale-up phase: Prospects for bringing designs to multiple schools. Santa Monica, CA: RAND.
Kearsly & Shneiderman (1998) Engagement Theory: A Framework for Technology-Based Teaching and Learning. Retrieved 11 August 2009 from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ573955&ERICExtSearch_SearchType_0=no&accno=EJ573955
Wikipedia (2009) Retrieved 10 August 2009 from
http://en.wikipedia.org/wiki/Website#Static_website
Videos/YouTube in the classroom. See comment.
YouTube is a free video-sharing website, has quickly become a popular way to upload, share, view, and comment on video clips. These clips range from self-produced short films and performance videos to portions of mainstream film and TV. Youtube can offer immeasurable pedagogical learning opportunities for students of varying abilities and disabilities in a wide variety of KLA's within the classroom. For example, Youtube encompasses masses of educationally valuable learning tools for EAL and ESL students. Beare (2009) highlights this idea when he explains that 'these sites provide English learners and classes with a new tool to improve listening skills as well as offering authentic examples of everyday English used by everyday people'.
"We must educate the students we have, not the student we used to have, nor the student we wished we had. We must adapt to today's student, not them adapting to us. We must adapt to their world of today's 21st century technology. We cannot teach like we've taught forever anymore. We must change ourselves to adapt to their world." (Sharing Technology 2009)
References
Beare.K (2008)YouTube in the Classroom. Retrieved 11 August 2009 from
http://esl.about.com/od/listeninglessonplans/a/youtube.htm
Sharing Technology: Using Youtube in the classroom. Retrieved 11 August 2009 from
http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/using-youtube-in-the-classroom.aspx
Sunday, August 9, 2009
They really are SMART Boards!
Interactive Whiteboards or Smartboards are slowly but surely being brought into classrooms all over the nation and the many benfits of this technology is evident.The Smart Board interactive whiteboard system is made up of a computer with Smart Board software, a projector and the Smart Board interactive whiteboard itself. “With a touch of a finger, students can control applications; navigate the Internet; and write, change, move around and save content” (Sani, 2007). I have incorporated the Smartboard into many lessons that would otherwise be (according to the students) not overly engaging. For example, the students learnt collaboritively when responding to a literacy activity. It was obvoous they were engaged and excited by the learning which they were presented. It was also obvious that students with behavioural problems, learning disabilities and students with low levels in specific KLA's were stimulated and enthused by the interactivness and student participation level that Smartboards offer. This is a satifying feeling for Learning Managers to see these students be involved and engaged with their learning through simply the use of Smartboards within the classroom.
Cognitive research has shown that learning is most effective when four fundamental characteristics are present: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts (Roschelle, Pea, Hoadley, Gordin, & Means, 2000). The use of Smartboards within the classroom can be intrinsically linked to these four learning characteristics.
References
Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children: Children and Computer Technology, 10 (2), 76-101.
Sani, Rozana, (2007). Creative means to bridge old and new teaching. Malaysia: Retrieved June 20, 2008, from http://www.lexisnexis.com.libaccess.fdu.edu/us/lnacademic/results/docview/docview.do?docLinkInd=true&risb=21_T4074259279&format=GNBFI&sort=RELEVANCE&startDocNo=1&resultsUrlKey=29_T4074259291&cisb=22_T4074259290&treeMax=true&treeWidth=0&csi=151977&docNo=2
Cognitive research has shown that learning is most effective when four fundamental characteristics are present: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts (Roschelle, Pea, Hoadley, Gordin, & Means, 2000). The use of Smartboards within the classroom can be intrinsically linked to these four learning characteristics.
References
Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children: Children and Computer Technology, 10 (2), 76-101.
Sani, Rozana, (2007). Creative means to bridge old and new teaching. Malaysia: Retrieved June 20, 2008, from http://www.lexisnexis.com.libaccess.fdu.edu/us/lnacademic/results/docview/docview.do?docLinkInd=true&risb=21_T4074259279&format=GNBFI&sort=RELEVANCE&startDocNo=1&resultsUrlKey=29_T4074259291&cisb=22_T4074259290&treeMax=true&treeWidth=0&csi=151977&docNo=2
LMS's
An LMS embraces just about any use of web technology to plan, organise, implement and control aspects of the learning process. A great example of an LMS is right under our nose! Blackboard, just one of the many LMS's, enables students to obtain information related to their specific learning journey such as tasks, readings and assessments.
Powerful Powerpoint
Powerpoint offers Learning Managers and students opportunities to create educational presentations. These presentations can be designed in both a student and teacher directed structure by the Learning Manager to engage the learner by incorporating a wide variety of multimedia aspects such as videos and images. by utilising Powerpointds within the classroom encourages students of all learning styles and attitudes to become enthusuastically involved in learning experiences. Teachnology Tutorials (2009) highlights the potenial of learning by using Powerpoint when they state that "PowerPoint can be one of the most powerful tools for disseminating information ever known". Powerpoint also prompts students to become aware of art and design elements when they are involved in designing slides, fonts and colour elements. Students can use this powerful tool in many ways for example: students work in small groups to develop a PowerPoint presentation on a specific topic for presentation to the class. The PowerPoint presentations used by Learning Managers serve as models for students. Here, they gain skills in organising information and understand how to utilise the wealth of information available on the internet.
Teachnolgy Tutorials (2009). retrieved 6 August 2009 from http://www.teach-nology.com/tutorials/powerpoint/
Teachnolgy Tutorials (2009). retrieved 6 August 2009 from http://www.teach-nology.com/tutorials/powerpoint/
Voki = fun!
Voki is such a great way to hook and engage students in learning experiences with potentially a wide variety of content. Learning Managers can present knowledge to students through this e-learning tool but it is also designed so that students can become hands on participants also. Students could create their own Voki's for a culmination of a unit where they present knowledge and skills learnt using this tool. It no doubt gives students opportunities to become enthusiastic but challenged learners.
Active learning is based on the theory that learners retain and transfer knowledge most efficiently through concrete activity-based experiences (2000). This involves input from multiple sources through a variety of senses. This is also linked to Marzano and Pickerings (1997) when they explain that Learning Managers should incorporate a variance of tools and resources in learning experiences to address all the senses. Voki is an excellent tool that students and Learning Managers can use alike as it allows them to use a majority of the senses in aid of increasing knowledge retention (2000).
Marzano & Pickering (1997). Dimensions of Learning. Pearson Education.
ACU Adams Center for Teaching Excellence. (2000) Active learning online. Retrieved July 29, 2009, http://www.acu.edu/cte/activelearning/whatisal.htm
Monday, August 3, 2009
Flickr & Visual literacy
Widely researched literature exists on how children read and respond to isolated images or pictures in text books and how this directly relates to developmental psychology. Both Piaget and Vygotsky have never specifically referred to the way in which children learn through artistic images. However, Vygotsky’s study on cognitive development can be linked to aspects of visual literacy such as sign language, maps, works of art, signs, image and codes and the manner in which children gain the ability to decode visual language.
The use and interpretation of images is a specific language in the sense that images are used to communicate messages that must be decoded in order to have meaning (Branton, 1999; Emery & Flood, 1998). If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages. Visual literacy, like language literacy, is culturally specific although there are universal symbols or visual images that are globally understood.
Students can use this learning tool for a wide variety of learning opportunities. They can reach outcomes related to the Arts when they address learnings on elements of art and principles of design that include line, shape, form, colour, proportion and emphasis.
Students can also adopt knowledge and understandings in visual literacy when Learning Managers use the 'Four Resources Model' framework where students become code-breakers, text particpants, text users and text analysts when responding to images.
Learning experiences could be designed by the Learning Manager that incorporates students using these ideals in creating their own image and response and posting them onto 'Flickr'. As a result of this, opens various opportunities for students to reach outcomes in wide range of KLA's, for example, students are asked to construct a narrative that relates to a particular image. This is intrinsically linked to the 'English Essential Learnings'.
This image could possibly create tasks for students that relate directly to learnings related to culture. Students could participate in a 'Global Art Project' where students create and share artwork via 'Flickr' with other students from all around the world. Check out this website:
http://media.iearn.org/projects/globalart
Image Manipulation
What is "image manipulation? It is a fancy way to describe retouching photographs and/or adding filters and special effects to photographs digitally. Picnik allows students and learning managers to upload photos and basically modify them in a plethora of ways. This learning tool gives students in particular, opportunities to explore various elements of design when creating a new image from an initial image. The tool also allows students to create a new meaning from generating different tools to adjust the images attributes. This results in producing an image that is so high in quality that it is almost impossible to tell if the photo has been manipulated. I found the tool very simple to use which is a huge benefit for Learning Managers when instructing students on the tools many aspects.
How good is WIKI?
The world wide web is changing students relationship to technology and slowly, but surely, rewriting the ways in which students will learn in the future. Learning tools such as WIKI is just one example of this. Richardson (2009) explains that 'the people who will understand this best are probably just being born now".
This statement leads me to my next thought, "What opportunties and online tools will students have access to in 100 years time?"
A wiki is a website that uses wiki software, allowing the easy creation and editing of any number of interlinked web pages, using a simplified markup language or a 'WYSIWYG' text editor, within the browser.Wikis are often used to create collaborative websites, to power community websites, and for note taking. The collaborative encyclopedia Wikipedia is one of the best-known wikis. WikiWikiWeb (2009), originally described it as "the simplest online database that could possibly work."
Before becoming acquainted with WIKI, my knowledge on this was fairly limited. I thought that this technology only offered an online dictionary/encyclopedia. However, I now understand the endless learning windows that this online tool opens for students and educators alike. "The possibilities for what 'digital natives' can do online is growing exponentially" (Richardson, 2009).
It is obvious that this technology possesses aa co-operative and collaborative nature. Students are able to work in a constructivist learning fashion to gain knowledge and skills related to the curriculum in an interactive 'anyone can edit' tool. They are able to not just engage in creating their own knowledge and skills but also to extend this onto other students, and vice versa. Educause (2009) highlights the importance of utilising learning tools such as WIKI within and out of the classroom when they state that 'knowledge construction is facilitated by good interactive online instruction, since the students have to take the initiative to learn and to interact with other students and the instructor, and because the learning agenda is controlled by the student'.
'We are no longer limited to being independent readers or consumers of information, but now, are collaborators in the creation of large storehouses of information'.
References
Ward C. (2009) WikwikiWeb Retrieved 4 August 2009 from
http://en.wikipedia.org/wiki/Wiki
Murphy & Cinuentes. (2001). Educause: WIKI based collaborative learning. Retrieved 4 August 2009 from
http://www.educause.edu/wiki/Wiki-based+Collaborative+Learning
Richardson. W. Blogs, wikis, podcasts and other powerful web tools for the classroom. Retrieved 4 August 2009 from
http://www.amazon.com/o/ASIN/1412927676/179-4085130-4137761?SubscriptionId=02ZH6J1W0649DTNS6002#
This statement leads me to my next thought, "What opportunties and online tools will students have access to in 100 years time?"
A wiki is a website that uses wiki software, allowing the easy creation and editing of any number of interlinked web pages, using a simplified markup language or a 'WYSIWYG' text editor, within the browser.Wikis are often used to create collaborative websites, to power community websites, and for note taking. The collaborative encyclopedia Wikipedia is one of the best-known wikis. WikiWikiWeb (2009), originally described it as "the simplest online database that could possibly work."
Before becoming acquainted with WIKI, my knowledge on this was fairly limited. I thought that this technology only offered an online dictionary/encyclopedia. However, I now understand the endless learning windows that this online tool opens for students and educators alike. "The possibilities for what 'digital natives' can do online is growing exponentially" (Richardson, 2009).
It is obvious that this technology possesses aa co-operative and collaborative nature. Students are able to work in a constructivist learning fashion to gain knowledge and skills related to the curriculum in an interactive 'anyone can edit' tool. They are able to not just engage in creating their own knowledge and skills but also to extend this onto other students, and vice versa. Educause (2009) highlights the importance of utilising learning tools such as WIKI within and out of the classroom when they state that 'knowledge construction is facilitated by good interactive online instruction, since the students have to take the initiative to learn and to interact with other students and the instructor, and because the learning agenda is controlled by the student'.
'We are no longer limited to being independent readers or consumers of information, but now, are collaborators in the creation of large storehouses of information'.
References
Ward C. (2009) WikwikiWeb Retrieved 4 August 2009 from
http://en.wikipedia.org/wiki/Wiki
Murphy & Cinuentes. (2001). Educause: WIKI based collaborative learning. Retrieved 4 August 2009 from
http://www.educause.edu/wiki/Wiki-based+Collaborative+Learning
Richardson. W. Blogs, wikis, podcasts and other powerful web tools for the classroom. Retrieved 4 August 2009 from
http://www.amazon.com/o/ASIN/1412927676/179-4085130-4137761?SubscriptionId=02ZH6J1W0649DTNS6002#
RSS
What are RSS feeds and why can they be such a useful technological tool for a wide variety of students and educators? RSS stands for 'really simple syndication' and that is exactly what it is. By incorporating these feeds enables users to constantly update and be updated with a websites changing content and therefore allows subscribers and followers to become aware of these changes while still remaining time efficient.
With education slowly incorporating technological systems such as this allows for many learning opportunities for students within as well as out of the classroom. Learning Managers could introduce one RSS feed where students can access information on numerous aspects of their learning such as homework activities or information on upcoming assessments. Learning Managers may also ask students to create their own educational blogs to present learnings similar to our assessments for Managing E-Learning in which students would utilise RSS feeds. another positive aspect of RSS feeds could allow parents to access important information regarding school events, newsletters, forms and goings-on etc from home. Mind you, this would save a lot of trees from being cut down!
The following website below utilises this technology in such an exciting and new way! Also, on this particular journey I became aware of yet another e-learning technology which is evidently being incorporated into learnings is the 'podcast'.
http://feeds.feedburner.com/TheDownsFm
'A podcast is rich media, such as audio or video, distributed via RSS. Feeds like this one provide updates whenever there is new content. FeedBurner makes it easy to receive content updates in popular podcatchers'. The podcasts allow you to listen to students resiting poetry, composing music and participating in a pantomime. This would no doubt be an effective online learning tool.
With education slowly incorporating technological systems such as this allows for many learning opportunities for students within as well as out of the classroom. Learning Managers could introduce one RSS feed where students can access information on numerous aspects of their learning such as homework activities or information on upcoming assessments. Learning Managers may also ask students to create their own educational blogs to present learnings similar to our assessments for Managing E-Learning in which students would utilise RSS feeds. another positive aspect of RSS feeds could allow parents to access important information regarding school events, newsletters, forms and goings-on etc from home. Mind you, this would save a lot of trees from being cut down!
The following website below utilises this technology in such an exciting and new way! Also, on this particular journey I became aware of yet another e-learning technology which is evidently being incorporated into learnings is the 'podcast'.
http://feeds.feedburner.com/TheDownsFm
'A podcast is rich media, such as audio or video, distributed via RSS. Feeds like this one provide updates whenever there is new content. FeedBurner makes it easy to receive content updates in popular podcatchers'. The podcasts allow you to listen to students resiting poetry, composing music and participating in a pantomime. This would no doubt be an effective online learning tool.
Active Learning Activity: Webquest
A unit of work that I have been involved in within my prac experience which underpins the 'engagement theory' was a SOSE unit in which students work collaboratively on a problem-based task 'How do we stay safe at the beach?'. This unit gave students opportunities to become engaged in a real life learning scenario. It comprised of students researching aspects of their local environment and roles within their community. Students used ICT's such as the internet and watching the news on television to research as well as discussing certain aspects such as weather, tides, sun safety and general beach safety with a lifesaver. The unit culminated with the students sharing their knowledge and skills with students of all year levels.
Relate: Students utilised and improved social skills when working in a group to discuss topic question and collaborate by identifying several problems in relation to "How do we stay safe at the beach?'.
Create: Students work on one key question each such as ''what do the flags tell us?', 'what role do lifesavers play?' and 'how can be sun safe?'. Students gather information from many resources such as an exursion to the beach, discussion with guest speaker and researching.
Donate: Students share information learnt by presenting knowledge learnt to all grade levels. Students produce posters to place around school to inform. The Learning Manager could also create opportunities to gain on student's technological skills by challenging students to create a webquest relating to the topic studied. This allows for peer structured work and chances for students to peer assess each others webquests when completed, not to mention gain further knowledge by particpating in other's online webquests.
Relate: Students utilised and improved social skills when working in a group to discuss topic question and collaborate by identifying several problems in relation to "How do we stay safe at the beach?'.
Create: Students work on one key question each such as ''what do the flags tell us?', 'what role do lifesavers play?' and 'how can be sun safe?'. Students gather information from many resources such as an exursion to the beach, discussion with guest speaker and researching.
Donate: Students share information learnt by presenting knowledge learnt to all grade levels. Students produce posters to place around school to inform. The Learning Manager could also create opportunities to gain on student's technological skills by challenging students to create a webquest relating to the topic studied. This allows for peer structured work and chances for students to peer assess each others webquests when completed, not to mention gain further knowledge by particpating in other's online webquests.
My Formal Learning
I have been involved in previous study before the commencement of the BLM course. I went to TAFE where I completed a Diploma in Tourism Management. This learning involved hands on activities such as ticketing and use of ICT's using travel program Galilieo. I found this suited my learning style well and found myself very engaged within the course. Uni learning is much different as we know, lectures and readings from text books are used the majority of the time. However, our educators strive to engage us learners and embrace our varying learning styles in aid for achievement in the courses.
I do think it is a nice change to complete Managing E-learning online! What do you think?
I do think it is a nice change to complete Managing E-learning online! What do you think?
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