Wecome followers... on a journey to explore the wide world of web tools.

I will be using this blog to explore and evaluate a range of web tools with an emphasis on the practicality of their use in an educational setting.... so jump on board for the ride!

Friday, August 20, 2010

Synopsis

As we emerge and proceed through the twenty-first century, the trend that is occurring in learning appears to be a reflection of the fast paced technological society in which is consuming the interest of younger generations. Prensky (2001, p. 1) supports this statement by claiming that in the past, trends were evident by changes in clothing and appearances that circled and reoccurred over time. He then goes on to label this technological trend as ‘singularity’, an event in which there is no going back. A trend like this is not to be feared, ignored or disguised. It is a movement that provides current and emerging learning managers with an opportunity to embrace life long learning and employ technology as a tool to promote engagement and higher order thinking through learning. Throughout this synopsis, I will reflect on a selection of e-learning tools through the lens of the Big 6 Skills Framework and the Dimensions of Learning to provide an analysis of their effectiveness and relevance to digital pedagogy practice in the classroom.

Education Queensland (2008, p. 3) defines digital pedagogy as a new, innovative way in which to engage the learners of the twenty-first century through incorporating digital tools and ICT into purposeful planning and scaffolded learning experiences. To build on this concept and enlighten my own thoughts about e-learning, the past few weeks have lead me on a reflective journey, by exploring a range of suggested online learning tools as well as extra ones not mentioned throughout the course (see tubechop and Blabberize). Throughout this journey, I have been introduced to various websites and programs which, through experimentation and collaboration with other peers, has enabled me to explore the opportunities and advantages of e-learning as both a current learner and an emerging learning manager. Throughout my exploration, the Big 6 Skills Framework was utilised to guide and scaffold my path of exploration.

The Big 6 Skills Framework is a toolkit which models six skills that, when used systematically, provide an effective process to follow in order to solve an information problem (Eisenberg, Johnson and Berkowitz, 2010, p. 24). This framework was effective for me during this task as it scaffolded the skills I needed in a simplified sequence, as well as having practical, real life applications. I also found that in using the Big 6 Skills Framework, I was able to engage with higher order thinking strategies. This enabled me to find authenticity in the task, and throughout my learning journey. In using a framework, such as the Big 6, in the classroom I believe that it would effectively provide students with a set of skills to help guide them in obtaining a deep understanding through the use of higher order thinking and questioning (see blog post).

The first series of e-learning tools I explored for this task were based around online collaboration and communication. Of all the tools that I discovered, the one that made the largest impression on me was the use of an online weblog, or blog. Downes (2004) believes that a blog brings real life opportunities and prospects into learning by engaging learners in a process of reading online, engaging in a community, and reflecting upon learning. Education Queensland (2008) supports this notion by outlining the effectiveness of a blog for creative and reflective writing, however, they do pose some concerns in regards to safety and accessibly. These concerns have been outlined further in both my blog posting and a conversation with a peer.

Another aspect of blogging that appeals to me is its use for communication and professional development. Smyth (2008a, p. 45) expands on this idea by acknowledging that sharing a professional blog allows not only sharing of knowledge and resources with other educators, but it also provides an opportunity to build a professional network of colleagues. This would be extremely beneficial to any teacher who may be in a remote location. It would provide a collaborative online environment where teachers can ask questions and seek help from other professionals in the same area of work.

In alignment with using a set of skills, such as the Big 6 Skills Framework, a blog has the potential to scaffold the process of problem solving by creating a location and means for reflection and recording. This can be used as evidence of participation or mapping of a journey. I feel that through using a blog to reflect on my own learning journey for this course, I can now go back and track my growth and development, which I feel is an important part of the learning cycle. In conjunction with this, the Dimensions of Learning offer strong links through promoting a positive classroom climate and helping to develop healthy attitudes and perceptions towards tasks (Marzano & Pickering, 2006, p. 13). This is achieved by allowing opportunities where they can comfortably cooperate with peers, teacher and even other classes.

From here, another tool that I found to be engaging was the use of an online mapping device from a website called Bubbl.us. This website provided free access to a program that allows a user to connect ideas and develop a visual representation of data using a concept map design (see blog posting). In Dimension 2, Marzano & Pickering (2006, p. 61) draw heavily on the importance of organising information and using graphic organisers as a way to help store information. This is supported by the cognitive approach to learning, which encourages the use of graphic organisers, such as concept mats, to commit learning to long term memory (Mergel, 1998).

In alignment with the Big 6 Skills Framework, this tool would be most effective when used in the Synthesis stage, as it allows the user to effectively classify and group information together (Eisenberg, et al., 2010, p. 26). An example of incorporating a concept map into a primary classroom could be as simple as a class discussion where it is used as a way to record ideas and link them together. Alternatively, it could also be used in group work or as a way of individually organising information for a classroom research task.

Gardener (2000) poses his theory of multiple intelligences, being that students have a variety of different learning styles and strengths that need to be catered for to ensure effective learning opportunities for all learners. He further proposes that the combination of technology and education is a strong possibility in helping to achieve this for learners of the twenty-first century by using vivid materials, fun and familiar learning tools. With consideration of this notion, I can see how using different tools could really help to engage learners using a variety of different senses.

As my journey continued, I encountered and trialled many more tools. Among these was a podcast, a tool I found to be foreign, yet intriguing. Smyth (2008b, p. 48) defines a podcast as a digital sound recording that is made available via the Internet, allowing for the ease of downloading to a personal audio player. With this in mind, my journey led me on an exploration to find what the educational purpose or use of a podcast would be in a classroom (see My Podcast Blog for my comments and conversations with peers).

In schools and classrooms today, it is becoming common for technology devices, such as MP3 players or iPods, to be considered and used as learning tools in the classroom (Smyth, 2008b, p. 48). This movement in technology has provided learning opportunities that cater for many different learning styles, and especially auditory learners, through the use of educational podcasting. Smyth (2008b, p. 48) identifies some of the benefits of podcasting as an engaging way to introduce new material, support current lessons and a system to review information that has already been taught. Gordon (2007, cited in Smyth, 2008b, p. 48) elaborates on this idea using an example of a teacher recording the delivery of content from a lesson and posting it online as a podcast to provide learners with the opportunity to revisit information at a later date. Using a podcast in this way aligns with Dimension Two, acquire and integrate knowledge, by helping learners to construct meaning for new information using a variety of senses (Marzano & Pickering, 2006, p. 53).

In addition to above, podcasting in the classroom is not limited only to listening skills. It can also provide a tool for reflection, reporting or assessment (see discussion with peer). In using a podcast for assessment or reporting, it strongly supports skill five, synthesis, in the Big 6 Skills Framework. Students are able to use this tool to aid presentation and it provides authenticity to the task (Eisenberg et al., 2010, p. 26). It is, however, important to consider any issues regarding authenticity or safety before publishing a student’s podcast live to the World Wide Web. In working around safety issues, I believe that the Habits of Mind would help by providing students with awareness and a personal responsibility for their task (Marzano & Pickering, 2006).

The final tool I have evaluated is the purpose and effectiveness of Digital Video in the classroom. Kearney and Schuck (2004) report on the success of a trial using digital video in five schools. Conclusions drawn from this trial study revealed that students were more independent and willing to try new tasks as they felt they were authentic and meaningful to them (Kearney & Schuck, 2004). It is believed that by using online tools and programs, students are able to express themselves in a new way, therefore engaging them in learning and educational tasks.

Movie maker is a program that I utilised to explore the advantages and uses of digital video in the classroom (see blog posting, and discussion with peers). The program is simple to use and allows a combination of videos, images and text to create a digital video. It also enables music to be added and facilitates voice narrating or sound effects. As a learning manager, digital video could be used in the classroom in a variety of ways, such as, a hook into a new topic, an assessment tool or even a collation of photos to show parents from a field trip as a reflection.

The Dimensions of Learning Framework supports the benefits of using digital video in Dimension 1, Attitudes and Perceptions, by recommending the use of tasks that are relevant to the learners and provides engagement through authenticity.(Marzano & Pickering, 2006, p 13-38). When used effectively in a classroom, digital video can provide learners with an opportunity to participate, especially in reflective tasks and presentations. The Big 6 Skills Framework justifies this in saying that skill five, synthesis, requires students to make decisions on appropriateness of presentation. I feel this links in well with making sure the students have a clear understanding of their audience expectations. By allowing for decision making and choice, it also provides an opportunity for learners to engage in higher order thinking processes.

After exploring and evaluating a range of online tools, I have developed a change in mindset about the use of digital technology in the classroom. Prior to this course, I perceived that digital technology was optional in the classroom and I was focused on the negative aspects or potential problems, as a pose to the explosion of opportunities that technology can create for teaching and learning. I can now see that the digital tools evaluated above, provide more than just ‘fun’ for the learners of the twenty-first, they provide a link into learning by allowing for authentic tasks, facilitating higher order thinking and providing inclusion for all students by catering for a variety of learning styles and needs both inside and outside of the classroom.

Monday, August 16, 2010

Blabberize

Check this tool out for some fun. Blabberize

I stumbled across this tool recently and I love it. Similar to the Avatars we looked at earlier in the course, this tool allows you to add voice to an image. The difference that I found is that you can actually choose your own image and decide where and how it will open its mouth. I then had the choice of adding my voice via a microphone, a save message or a recording from my mobile phone.

Its so easy to make, and its free. The mouth actually moves in conjunction with your voice.
This could have great implications for a primary class, especially for presentations. It allows for fun and interactivity too. This penguin could be something that I would use as a hook into my lesson. It provides engagement and it could also act as an avatar by employing the students as a role for a particular task.

Have a play, let me know your thoughts.

Tube Chop

I know from experiences, many frustrations can arrive from using youtube in the classroom. I recently found a clip that I wanted to use for one of my lessons, but I only wanted to use a segment of the clip as the rest was irrelevant. In the past, I have found myself wasting time during these lessons trying to find the right part of the clip. Today, I have found a solution.

Tube Chop is an online tool that allows the user to select a youtube clip, and cut out the irrelevant segments, leaving you with the exact part you are after. It then allows the clip to be uploaded to an online website, or a blog. Very handy.

The site is easy to navigate and has clear instructions that will help you chop your clip in no time.

Give it a go, see what you think.

Monday, August 9, 2010

Youtube - GOOD WATER

What benefits does youtube hold for its use in classroom learning?

Youtube allows anyone to join, upload podcasts and vodcasts, and view these posts and comments. It also allows users to download videos or embed them into other sites such as blogs and websites. So if anyone can upload anything they like, and anyone can view these, is it beneficial or reliable for a professional learning environment?

Firstly I jumped onto youtube and typed in the topic that my learners are currently studying, water and conservation. When I searched this, I was able to access hundreds of clips at the click of the mouse, however, as I continued to browse, I found this was not necessarily helpful to me. Out of the first 20 or so clips I selected to view, only about two was suitable or relevant to what I was looking for. This for me was quite a time consuming process. Possibly I need to research more effective searching techniques.

Below is my short analysis of using youtube clips for teaching in the classroom:

Advantages:

  • Anyone can access clips and view them
  • Clips can be downloaded to a computer or embedded in a website
  • Can provide an engaging hook for learning when chosing for a purpose
  • Caters for a variety of learners
  • Engages learners by providing an alternative to 'chalk and talk'
  • Can give an alternate perspective which can link students to higher order thinking

Disadvantages:

  • Anyone can upload anything
  • Many clips are useless or irrelevant
  • Clips can contain explicit material, they need to be viewed prior to showing them to children
  • Youtube access is normally blocked at school
  • Takes time to find an appropriate clip

This is a youtube clip that I found which I consider relevant for a lesson I will be teaching on my prac.


I would use this clip at the start of my lesson to get learners to think about how they use water. As a class we would then brainstorm a list of things in our day that require the use of water directly, then link into indirect uses, such as eating fruit which required the water to grow. I would then link into a lesson about eco footprints, with a water focus and use groupwork to collate ideas.

As you can see, using a youtube clip, such as this, can provide students with a visual link into the content of a lesson. For different learning styles, this can be the engagement tool that will allow a learner to now make links to the learning from the stimulus.

On the other hand, there are a few things I would consider before using a youtube clip in my classroom.

  1. Firstly, I would ensure that the clip was suitable by watching it through before showing the students
  2. I would prepare my lesson in advance so that I could download the clip into a format so that it would play at school and be ad-free
  3. It is important to ensure the material is suitable for the age group and learning cohort, making consideration for reading level, complexity and even consider religious or family beliefs of learners
  4. Play the clip on school computers before the lesson, just to make sure it works
  5. Plan for a backup if all else fails. Sometimes technology at school can be unpredictable

Let me know your thoughts on youtube in your classroom!

The potential of movie maker for digital videos in the classroom

The use of digital video in the classroom, I believe, poses an array of opportunities for 21st century learners. It can spark emotion, cater for various learning styles and provide engagement and hooks into a learning tasks or a lesson. Alongside its usefulness for an educator, it can also provide learner interaction, especially for learners who may not show much interest normally, it can be used as an assessment task and it can be used to compile evidence or present class interactions to parents and peers.

Kearney & Shuck (2006) discuss the intentions and findings behind a trial of digital video in a selection of schools. They found that along with the common uses I have outlined above, digital video also facilitates communication of messages, ideas and information, especially for those children who don’t engage with everyday communication tasks. They also believe that the use digital videos can be ideal to record personal or group reflections and findings from their work.

Before researching digital videos in the classroom, my initial perception was a moving image, such as a youtube clip. I didn’t really consider that a digital video could incorporate the use of still images, text, music and moving images. After discovering this, I feel that I am now more open to incorporating it into classroom learning.

Today I used movie maker to have a ‘play’ and create a digital video of my own. The video is a combination of images and text that I have created to support a lesson I will facilitate in my prac class this week on water footprints.



I found movie maker to be an effective program for my purpose of creating this clip. It allowed me to add text, choose music or sound and narrate the slides. I also found that the program was easy to use and navigate. Troubleshooting was also easy to find and follow. This is a program that I think that children could navigate and utilise well as it is straight forward and simple.

I really enjoyed using movie maker to create a digital video and I will trial it tomorrow in my lesson at school. If I can model it to my learners, hopefully I will be able to scaffold it for them to trial later in the unit.

Sunday, August 1, 2010

Podcasting - an insightful find

Alright, you have lost me! So… what is a podcast? A simple question I had to initially investigate before I was able to explore in possible implications in a classroom learning environment. This is what I found…

Van Orden (2005) describes podcasting as a way in which anybody can create or listen to any audio content desirable via a computer, or portable multimedia device, such as an MP3 player. He goes on to say that the word podcast was developed as a play on words from the original notion of broadcasting, however, in connection with the popular MP3 device, the iPod (and other MP3 players), can be used to download and listen at a time convenient to the listener.

This gave me some insight into what podcasts are, but this clip by Trent1501 was what really defined it for me.


The following is a link to a podcast from NASA. It is called the Mars Rover Talk. This podcast elaborates on the sounds that were identified from the Rover while it was on Mars, and is narrated by NASA staff to inform the listener of what is going on.

http://www.nasa.gov/mp3/429613main_jpl-mer20100224.mp3

This podcast is one of many that NASA has to offer and is updated regularly. A podcast like this has many great uses in the classroom, especially with the regular introduction of new devices into schools such as iPods and iPads. If I were to use this in my classroom, here are some possible ideas for intentional learning:
  • A hook or introduction into a unit of work, space exploritory
  • A stimulus for creative writing
  • A research lesson into Mars

In response to finding out that anybody can create and upload their own posts, I thought I would give it a go myself. Unfortunately the site that was recommended to me for this is not taking any new users, however, due to the large number of current users. I would still be interested in creating my own though, so if you have any recommended sites, could you please let me know?

Managing E-Learning: Images and their Advantages in the Classroom

Jasmine proposed Flickr as a great resource for locating free images through a creative commons licence. Check out our conversation below.

Managing E-Learning: Images and their Advantages in the Classroom: "After accessing Flickr, I can see the broad repertoire of images available for download, many of them useful for to enhance learning experi..."

Managing E-Learning: Images...are they even important?While we have be...

Check out my converation with Emily in regards to using images to hook learners into content and keep them engaged...


Managing E-Learning: Images...are they even important?
While we have be...
: "Images...are they even important? While we have been told that when using images, within a classroom, they should be relevant to the topic a..."

Using images as a learning tool

There seems to be some controversy about what you can and can’t use from what is accessed from the internet. I feel that the use of images fall directly into this category. Sometimes when using the internet, it can be too easy to find exactly the image you are looking for and forget about the privacy and copyright associated with its use. I believe that in the instance of using images from the web, a user should be selective as to which sites the images are retrieved from. There are many great sites out there that allow images to be reused and copied, however, even in this instance, I would still be providing a reference to the source of the image.

Today I downloaded a free program that allows me to resize and edit images using easy, basic tools. The program is called Mobaphoto and is available online for free. To begin with I used one of my own images of a tree in a rainforest. To begin with I resized the image to make it appropriate for uploading to the internet.




After resizing the image, I started exploring the tools available on Mobophoto that allowed me to edit the image. The following is an edited copy of the same photo using the free software.


As you can see, I was easily able to edit the brightness and contrast of the photo to make it more visually appealing.

I believe that an image, such as this tree one, could be used for a variety of purposes in the classroom. Some of these could include:
- A hook into a lesson on the environment/trees/lifespan of trees
- Visual stimulus to encourage creative writing
- A visual cue to encourage discussion
- An image to create a model for an art activity

What are your thoughts on images in the classroom? What other sites can you recommend for great images?

LMS

I first find it important for me to elaborate on this concept of a Learning Management System (LMS). Weblearning (2005) identifies a Learning Management System as an ‘easy-to use solution for the 21st century chalk and talk’. When used effectively in a classroom environment, it is generally referred to as a virtual classroom. A successful LMS allows learners to have access to learning materials, resources and tools anywhere they have access to an internet connection.

Last week, I made an attempt to have a play and create my own LMS, however, due to a large backlog of requests via the website, I was unable to do so, therefore, I would like to take this opportunity to reflect on my personal use of an LMS using Blackboard and Moodle for university.

My university recently switched from using the program Blackboard (used by most universities) to a program called Moodle. The change in tool has had quite an impact on the way in which we navigate our virtual learning and access/submit information. Nonetheless, I do believe that this having this Learning Management System in place plays a large role in my ability to access important information and communicate/share with my peers and lecturers. With this in mind, Learning Management Systems have not only been a large benefit for internal students, they also make learning available and successful for students who cannot attend a campus or who choose to study flexibly.

Below is a screen capture of what a Learning Management System might look like:



So in consideration of my own thoughts on using Learning Management System, I have spoken to some teacher in consideration as to how it could benefit a learning cohort in a primary classroom?

Education Queensland (2010) offers the online support, tools and security for teachers to construct what they call a virtual classroom via Blackboard. A virtual classroom allows for learning to take place inside and outside the classroom, with 24hr a day, 7 day a week access. For teachers, using the Learning Place to facilitate a virtual classroom allows them to keep items secure and safe for all the appropriate users to successfully access.

In this day and age, computers and the internet seem to be a daily component of life for many learners of all ages. By allowing them to access their school work via such tools as a Learning Management System, I believe that teachers can provide a link between home and school learning to benefit the learner.

What are your thoughts?