Saturday, May 29, 2010
Friday, April 30, 2010
Reflective synopsis on an eLearning journey
Education is learning what you didn't even know you didn't know, Daniel J. Boorstin
Digital pedagogy is the focus on approach and skills required for effective teaching and learning in a digital world. In the Knowledge economy, digital pedagogy is essential in providing pathways to process and analyse the knowledge available so as to achieve learning outcomes that are relevant and applicable.
As a learning manager (LM) it is important to be able to create effective pedagogies and incorporate Information Communication Technologies (ICTs) that can enable the learner to achieve outcomes in a globalised and technological world as mentioned on my blog http://saidahdreams.blogspot.com/2010/03/knowledge-economy.html . To achieve this, the LM constantly in a cyclic fashion uses Lynch’s 8LMQs to ensure that the learning process is student-centred. In my Embedded Program Learning experience the 8LMQs and Dimensions of Learning (DoL) have become focal points in preparing lesson plans that are student-centred. Applying this approach in a learning environment has been a new experience that gives me the confidence that through this approach I can be able to do my best to meet the needs of the learners in or out the classroom.
There are different kinds of learning styles and personalities. Using this approach assists in developing or creating activities that engage students with different learning styles, personality and develop all of their Habits of mind so as to encourage higher order thinking. In a diverse classroom I have learnt that scaffolding is essential to meet the needs of the academically challenged students. I think it is important to include them in all activities in the classroom so that they have a sense of belonging and enjoy their learning experience. As mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/kuncs-article-on-marslow-hierarchy.html in the classroom I have already met students who feel they don’t belong or that the other students view them as different. In the last few weeks I have observed that these students require engaging activities that are visual like graphic organisers and for some, simplified activities as English is their second the language. This has led to scaffolding, using several strategies for example think/pair/ share and incorporating ICTs in the activities such as the use of interactive whiteboards. Group work has also been encouraged. The students negotiate what activities they want to do as a group and through this process of collaborating, researching, creating and presenting as a team, all the students in a group will value each others input to the project. The applications of the Learning engagement Theory as mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/relate-create-donate.html in the classroom will in the process solve the isolation sensed and result in an inclusive and positive classroom. Working collaboratively as a team to create a real authentic task is a an experience the students engage in actively as they see how what they are learning is relevant in the real world and also how they can participate by donating back as mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/action-plan.html
There is active learning as mentioned on Active learning site http://www.acu.edu/cte/activelearning/whatisal.htmas students research and discuss in groups, teach each other and practice by doing. Throughout the process the students probably don’t realise they are learning. The ICTs are used in the Engagement theory process as illustrated on the web page where students Relate-Create-Donate. I hope to facilitate learning in my students as I assist in providing sites where they can download relevant photos Picnik or videos YouTube.
When I started the Graduate Diploma in Learning and Teaching (GDLT) I considered myself computer literate, but I have come to discover ways of learning and teaching that I would not have thought or imagined possible before. To engage students in the 21st century the knowledge and skills of technologies and how they are applicable in or outside the classroom is paramount. In the last few weeks I have learned , developed and continue to develop digital pedagogies. In the school I have noticed that the students remain engaged when ICTs are embedded in the learning experience activities. I have used some ICTs (video clips) in the classroom with some good results. I have also observed the mentor teacher using PowerPoint, interactive whiteboard, funny video clips and story-telling to engage the students in a science lesson. Students can use PowerPoint as part of the Donate stage as they present their findings. I continue to practise to include PowerPoint presentations and have an exemplar posted on my blog post http://saidahdreams.blogspot.com/2010/04/what-is-most-important-liquid-on-earth.html . I have observed the mentor teacher use activities that involve active learning whereby he relates the lesson to real life situations and involves the students in activities where they actually practise by doing.
I have come to find that the use of graphic organisers, pictures, songs, YouTube, PowerPoint and videos keep the student engaged in the classroom.
Blog
The diversity in the classroom varies and having fast and slow learners means more time has to be dedicated to scaffolding to keep the students engaged and interested in learning. I intend to use the blog also to assist the learner to continue studying outside the classroom, either to catch up for the slow learner as exemplified by Scot at http://natstam.blogspot.com/or provide resources for further study for the gifted or fast learners using the problem-solving approach. The downside in our school has been that the learner sometimes has no access to computers outside of school hours.
Wikis/Wikipedia
Using the Engagement theory, the wiki is an excellent platform that is student-centred and allows students to work as a team, on a real authentic scientific task, research on sites such as Wikipedia as exemplified by Anjali on her post http://anjalidatar.blogspot.com/2010/04/wikipedia.html and compile information in or out of school.
Vokis and Music
This can be used in introducing the declarative knowledge in a fun and precise manner especially to academically challenged students who are learning English as a second language as posted by Ken on his blog http://kenpage2010.blogspot.com/2010/04/use-for-voki.html . The students can also use this in developing science vocabulary.
Mahara
Mahara provides a relatively safe network that provides a platform that can allow only a specific group of people to access the information.Caro agrees as posted on her blog http://learningjourneycaro.blogspot.com/2010/03/reflection-on-setting-up-eportfolio-in.html .I intend to negotiate with the school so that we can use Mahara to communicate to the school and parents on the project we are working on (Donate). Activities that are internet–based have been misused before hence the reluctance to include wikis and other internet -based activities.
Overall I view this experience as the beginning of an eLearning journey for me because I believe that for one to teach one has to learn. My objective is to facilitate learning in the learners through the creation and development of effective pedagogical strategies with ICTs incorporated to enable the learner to achieve learner outcomes in the learning sites whether at school, home or work.
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn, Alvin Toffler
References
Active Learning Online
http://www.acu.edu/cte/activelearning/whyuseal2.htm
http://anjalidatar.blogspot.com/
http://learningjourneycaro.blogspot.com
http://education.qld.gov.au/corporate/newbasics/html/pedagogies/intellect/int1a.html
http://kenpage2010.blogspot.com/
Houghton, J. and Sheehan, P. (2000) A Primer on the Knowledge Economy, Victoria University. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age
http://www.elearnspace.org/Articles/connectivism.htm Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6)(2): 23--37. Accessed from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465
Digital pedagogy is the focus on approach and skills required for effective teaching and learning in a digital world. In the Knowledge economy, digital pedagogy is essential in providing pathways to process and analyse the knowledge available so as to achieve learning outcomes that are relevant and applicable.
As a learning manager (LM) it is important to be able to create effective pedagogies and incorporate Information Communication Technologies (ICTs) that can enable the learner to achieve outcomes in a globalised and technological world as mentioned on my blog http://saidahdreams.blogspot.com/2010/03/knowledge-economy.html . To achieve this, the LM constantly in a cyclic fashion uses Lynch’s 8LMQs to ensure that the learning process is student-centred. In my Embedded Program Learning experience the 8LMQs and Dimensions of Learning (DoL) have become focal points in preparing lesson plans that are student-centred. Applying this approach in a learning environment has been a new experience that gives me the confidence that through this approach I can be able to do my best to meet the needs of the learners in or out the classroom.
There are different kinds of learning styles and personalities. Using this approach assists in developing or creating activities that engage students with different learning styles, personality and develop all of their Habits of mind so as to encourage higher order thinking. In a diverse classroom I have learnt that scaffolding is essential to meet the needs of the academically challenged students. I think it is important to include them in all activities in the classroom so that they have a sense of belonging and enjoy their learning experience. As mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/kuncs-article-on-marslow-hierarchy.html in the classroom I have already met students who feel they don’t belong or that the other students view them as different. In the last few weeks I have observed that these students require engaging activities that are visual like graphic organisers and for some, simplified activities as English is their second the language. This has led to scaffolding, using several strategies for example think/pair/ share and incorporating ICTs in the activities such as the use of interactive whiteboards. Group work has also been encouraged. The students negotiate what activities they want to do as a group and through this process of collaborating, researching, creating and presenting as a team, all the students in a group will value each others input to the project. The applications of the Learning engagement Theory as mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/relate-create-donate.html in the classroom will in the process solve the isolation sensed and result in an inclusive and positive classroom. Working collaboratively as a team to create a real authentic task is a an experience the students engage in actively as they see how what they are learning is relevant in the real world and also how they can participate by donating back as mentioned on my blog post http://saidahdreams.blogspot.com/2010/04/action-plan.html
There is active learning as mentioned on Active learning site http://www.acu.edu/cte/activelearning/whatisal.htmas students research and discuss in groups, teach each other and practice by doing. Throughout the process the students probably don’t realise they are learning. The ICTs are used in the Engagement theory process as illustrated on the web page where students Relate-Create-Donate. I hope to facilitate learning in my students as I assist in providing sites where they can download relevant photos Picnik or videos YouTube.
When I started the Graduate Diploma in Learning and Teaching (GDLT) I considered myself computer literate, but I have come to discover ways of learning and teaching that I would not have thought or imagined possible before. To engage students in the 21st century the knowledge and skills of technologies and how they are applicable in or outside the classroom is paramount. In the last few weeks I have learned , developed and continue to develop digital pedagogies. In the school I have noticed that the students remain engaged when ICTs are embedded in the learning experience activities. I have used some ICTs (video clips) in the classroom with some good results. I have also observed the mentor teacher using PowerPoint, interactive whiteboard, funny video clips and story-telling to engage the students in a science lesson. Students can use PowerPoint as part of the Donate stage as they present their findings. I continue to practise to include PowerPoint presentations and have an exemplar posted on my blog post http://saidahdreams.blogspot.com/2010/04/what-is-most-important-liquid-on-earth.html . I have observed the mentor teacher use activities that involve active learning whereby he relates the lesson to real life situations and involves the students in activities where they actually practise by doing.
I have come to find that the use of graphic organisers, pictures, songs, YouTube, PowerPoint and videos keep the student engaged in the classroom.
Blog
The diversity in the classroom varies and having fast and slow learners means more time has to be dedicated to scaffolding to keep the students engaged and interested in learning. I intend to use the blog also to assist the learner to continue studying outside the classroom, either to catch up for the slow learner as exemplified by Scot at http://natstam.blogspot.com/or provide resources for further study for the gifted or fast learners using the problem-solving approach. The downside in our school has been that the learner sometimes has no access to computers outside of school hours.
Wikis/Wikipedia
Using the Engagement theory, the wiki is an excellent platform that is student-centred and allows students to work as a team, on a real authentic scientific task, research on sites such as Wikipedia as exemplified by Anjali on her post http://anjalidatar.blogspot.com/2010/04/wikipedia.html and compile information in or out of school.
Vokis and Music
This can be used in introducing the declarative knowledge in a fun and precise manner especially to academically challenged students who are learning English as a second language as posted by Ken on his blog http://kenpage2010.blogspot.com/2010/04/use-for-voki.html . The students can also use this in developing science vocabulary.
Mahara
Mahara provides a relatively safe network that provides a platform that can allow only a specific group of people to access the information.Caro agrees as posted on her blog http://learningjourneycaro.blogspot.com/2010/03/reflection-on-setting-up-eportfolio-in.html .I intend to negotiate with the school so that we can use Mahara to communicate to the school and parents on the project we are working on (Donate). Activities that are internet–based have been misused before hence the reluctance to include wikis and other internet -based activities.
Overall I view this experience as the beginning of an eLearning journey for me because I believe that for one to teach one has to learn. My objective is to facilitate learning in the learners through the creation and development of effective pedagogical strategies with ICTs incorporated to enable the learner to achieve learner outcomes in the learning sites whether at school, home or work.
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn, Alvin Toffler
References
Active Learning Online
http://www.acu.edu/cte/activelearning/whyuseal2.htm
http://anjalidatar.blogspot.com/
http://learningjourneycaro.blogspot.com
http://education.qld.gov.au/corporate/newbasics/html/pedagogies/intellect/int1a.html
http://kenpage2010.blogspot.com/
Houghton, J. and Sheehan, P. (2000) A Primer on the Knowledge Economy, Victoria University. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age
http://www.elearnspace.org/Articles/connectivism.htm Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6)(2): 23--37. Accessed from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465
Action Plan
Action Plan for Assessment item 3(Teaching e.Portfolio)
Target Year Level: Year 8
Subject areas to be covered: Science (Biology and Chemistry), Society and environment with aspects of Literacy and Numeracy, and ICT
Learning outcomes to be achieved:
Students will gain knowledge and develop a deeper understanding of biodiversity through the process of investigation, collection, analysis and evaluation of data collected. Furthermore, explore ways to support and conserve biodiversity at home/school, create a photo story and apply their knowledge using a student preferred/chosen presentation.
At the end of this unit students will be able to:
• In groups create a Wiki, You tube clip, short film clip or a PowerPoint presentation
• Students develop skills on how to use Wiki, YouTube and PowerPoint correctly
• Understand the importance of biodiversity
• Understand the objectives of the International Year of Biodiversity 2010
• Understand the benefits of biodiversity
• Identify and classify endangered animals
• Use a variety of sources to find/collect information, such as the internet and library books.
• Understand how to make short films
• Analyse and make conclusions using graphs on the computer
• Students understand individual, group and community actions towards biodiversity management and preservation
Conceptual Pedagogical Framework on which the design is based:
Authentic learning design involving Relate-Create-Donate methodology (Kearsley & Shneiderman, 1999)
Relate: Students in groups of three collect data around and within the school to rate the school environment’s biodiversity
Create: Students as a group are to create a Wiki, YouTube clip or a PowerPoint presentation
Donate: Students are to present their explorations, evaluations to the rest of the class, on CD to the rest of the school or post it onto the intranet/internet were it is available for public viewing
Length of learning experience:
Unit will take 1 term approximately 10 Weeks around 15 hours
Target Student Learning Journey (LMQ5)
1. Students are exposed to a short video that goes through the state of biodiversity in the world and specifically Australia, also the value of preserving biodiversity
2. Students then in groups of three research on biodiversity at school and collect data
3. Students then negotiate on how many activities they will need to complete to achieve an outcome.
4. Students then work together to research, collect and analyse the data. They can use a wiki to bring all their ideas together if they wish to.
5. Students then work together to create their presentation in the format of their choosing.
Details of the authentic product to be produced by the student groups:
The students are to create an electronic presentation in the form of a YouTube clip, Short film, ‘Species of the day’ photo story about a threatened Australian animal and PowerPoint presentation. This is designed to be an informative presentation on biodiversity. The presentation should include definition and benefits of biodiversity, identification and classification of some endangered animals and methods of preserving biodiversity that students and the school community could use to protect and preserve biodiversity.
The learning design is targeted to specific curriculum goals and caters for a high level of learner diversity that includes students who speak English as Second Language (ESL learners); Special needs (Autistic and Speech difficulties).
Target Year Level: Year 8
Subject areas to be covered: Science (Biology and Chemistry), Society and environment with aspects of Literacy and Numeracy, and ICT
Learning outcomes to be achieved:
Students will gain knowledge and develop a deeper understanding of biodiversity through the process of investigation, collection, analysis and evaluation of data collected. Furthermore, explore ways to support and conserve biodiversity at home/school, create a photo story and apply their knowledge using a student preferred/chosen presentation.
At the end of this unit students will be able to:
• In groups create a Wiki, You tube clip, short film clip or a PowerPoint presentation
• Students develop skills on how to use Wiki, YouTube and PowerPoint correctly
• Understand the importance of biodiversity
• Understand the objectives of the International Year of Biodiversity 2010
• Understand the benefits of biodiversity
• Identify and classify endangered animals
• Use a variety of sources to find/collect information, such as the internet and library books.
• Understand how to make short films
• Analyse and make conclusions using graphs on the computer
• Students understand individual, group and community actions towards biodiversity management and preservation
Conceptual Pedagogical Framework on which the design is based:
Authentic learning design involving Relate-Create-Donate methodology (Kearsley & Shneiderman, 1999)
Relate: Students in groups of three collect data around and within the school to rate the school environment’s biodiversity
Create: Students as a group are to create a Wiki, YouTube clip or a PowerPoint presentation
Donate: Students are to present their explorations, evaluations to the rest of the class, on CD to the rest of the school or post it onto the intranet/internet were it is available for public viewing
Length of learning experience:
Unit will take 1 term approximately 10 Weeks around 15 hours
Target Student Learning Journey (LMQ5)
1. Students are exposed to a short video that goes through the state of biodiversity in the world and specifically Australia, also the value of preserving biodiversity
2. Students then in groups of three research on biodiversity at school and collect data
3. Students then negotiate on how many activities they will need to complete to achieve an outcome.
4. Students then work together to research, collect and analyse the data. They can use a wiki to bring all their ideas together if they wish to.
5. Students then work together to create their presentation in the format of their choosing.
Details of the authentic product to be produced by the student groups:
The students are to create an electronic presentation in the form of a YouTube clip, Short film, ‘Species of the day’ photo story about a threatened Australian animal and PowerPoint presentation. This is designed to be an informative presentation on biodiversity. The presentation should include definition and benefits of biodiversity, identification and classification of some endangered animals and methods of preserving biodiversity that students and the school community could use to protect and preserve biodiversity.
The learning design is targeted to specific curriculum goals and caters for a high level of learner diversity that includes students who speak English as Second Language (ESL learners); Special needs (Autistic and Speech difficulties).
What is the most important liquid on earth?
Check out this SlideShare Presentation:
What is the most important liquid on earth?
View more presentations from cqu.
Thursday, April 29, 2010
Blogs
Creating a blog and actually posting extra resources for students to study gives the slow learners a chance to catch up if they are behind.I have come to realise the lessons are actually very short. Also for the curious ones, posting useful websites on the blog for them to be able to navigate and hopefully, in the process learn.The blog, puts the responsibility to learn on the students.I think it also allows for student-centred learning with no limitations of time and place.The student can study in a place where they feel comfortable and this means learning outcomes can be achieved.(Marzano,1997)
It also gives the teacher an opportunity to provide feedback as soon as the assessment is complete.
It also gives the teacher an opportunity to provide feedback as soon as the assessment is complete.
YouTube as a teaching and learning tool
You Tube as a teaching tool mainly for content knowledge to aid in recall and comprehension of 'Photosynthesis' in plants.This would be used to reinforce what has already been taught as we continue to learn more about our environment.
Lots of fun I think.
Lots of fun I think.
TeacherTube,Music and Powerpoint
Music is a universal language and I would certainly apply it in the classroom as an effective pedagogical strategy in Chemistry,Biology and Science in general.In Biology it would be essential in illustrating dissections without it being messy or gross.In Science as shown in the example above it would be used to summarise topics such as the water cycle.This is an excellent example as it meets the needs of students with different learning styles.The Power point allows the student to become involved in the activity by singing along and the simplicity of this video means that other special needs students for example the ESL(English as a Second Language)learner can participate.This is the exact scenario in my classroom.I intend to use this video or create a similar one on a different topic so as to illustrate to the students as they will have to create a Presentation as part of the Relate-Create-Donate project on Biodiversity.Creating a song that is going to be part of the presentation will be a great.
Below is an example of a PowerPoint that I have been working on in the last two weeks.Yes, two weeks! I used Picnik to find pictures that could be used in the presentation. I'II be supplying this information to the students to use too, in preparing for their presentation.I am so glad it is not going to take them two weeks to do it but minutes.Flicker was too tricky for me so l prefer Picnik for choosing and editing photos.
My daughter's Voki
Get a Voki now!
Guiding Rhoda and Neema(my daughters) on how to create a voki and a wiki(www.thebettfamily@wetpaint.com)was an interesting experience.This was a practice session for me, so that when I teach my students next week, I would know how to go about it.What I learned was that, sometimes letting kids venture on their own with some guidance is an interesting and rewarding experience.I am not sure my teacher in primary would have preferred this teaching approach,being from the industrial age.
Personally though,learning through a different approach and then now learning to teach using different frameworks/approaches such as the problem-solving approach, means that as an learner/educator it is important for me to be flexible,willing to change and accept other methods that I may not have thought(known) would work but now find out they do.
Neema's Voki.My other daughter who would not go to sleep until she had created this.
Get a Voki now!
Wikis -Create/Great tool!
I think as teachers in the making we join the 'force' with the intention to bring or as I am fast learning to facilitate change in our learners but not realizing that in the end you experience change or are forced to change in order to achieve or even grow as an individual.
I have decided to create a wiki with my students(student-centered) input next week so as to hopeful motivate them to read and write more(something they need to work on).
I have already started implementing the action plan and after looking at my students Naplan results(last years) I now understand that they definitely need to read and write more and what better way to do it but on wiki, which will also be available to the school and parents(save on paper hence the environment-related to our topic).
I met the students two weeks ago and know that to be able to engage them, ICTs are a definite yes and in this case because we want to be able to Relate-Create-Donate and what better way than to use the wiki.The Learning Engagement theory is the best approach to be able to engage students in real authentic tasks, and as the topic is on Biodiversity we will be definitely setting a good example by being the class that is choosing to go paperless on this activity with the intention of donating also through our wiki.The other teachers and parents can follow the progress from home without receiving paper mail.Well that is my plan anyway checkout my blog next week for the update on our wiki(grade 8).
Saidah
Grade 8
Lighthouse Christian School,Rocky
I have decided to create a wiki with my students(student-centered) input next week so as to hopeful motivate them to read and write more(something they need to work on).
I have already started implementing the action plan and after looking at my students Naplan results(last years) I now understand that they definitely need to read and write more and what better way to do it but on wiki, which will also be available to the school and parents(save on paper hence the environment-related to our topic).
I met the students two weeks ago and know that to be able to engage them, ICTs are a definite yes and in this case because we want to be able to Relate-Create-Donate and what better way than to use the wiki.The Learning Engagement theory is the best approach to be able to engage students in real authentic tasks, and as the topic is on Biodiversity we will be definitely setting a good example by being the class that is choosing to go paperless on this activity with the intention of donating also through our wiki.The other teachers and parents can follow the progress from home without receiving paper mail.Well that is my plan anyway checkout my blog next week for the update on our wiki(grade 8).
Saidah
Grade 8
Lighthouse Christian School,Rocky
Wednesday, April 28, 2010
Digital pedagogies in or out ?
Optional? You must be joking. I think it is in definitely, for sure .Does it work yes it does this time I am talking from experience.
As a pre-service teacher I thought the use of Information Communication Technologies was going to be a breeze as I enjoy the adventures of and on a computer,but it has been far from what I imagined. I can't believe how I have struggled to complete even the "minutest" of tasks on blogger,flicker and I am sorry to finally admit Mahara.The worst was just trying to log on,it took me up to one hour just trying to log on. Appalling and ridiculous! I am a woman but obviously I can multitask but not 'multi-remember' several user names and passwords from all the stuff I have learned. I wish as I write I can tell you I remember the password to my mahara address but I don't. I stumbled onto the page with my password on already,thank God! I was really excited when I started but now I am just taking the steps with no emotional attachments, just open to learning.My objective now is to learn.How do this ICTs work ,how can I implement it in the classroom? Flicker,Mahara, blogs(new one for me at least) piknik? Because I have been to the classroom and gee! do I need ICTs.The only time I think I was able to fully engage my students was in an activity that they had to watch a video clip.After that experience it is no laughing matter,ICTs are on for me all the way. JOKES ASIDE!!!!
Friday, April 23, 2010
Learning theory versus Connectivisim
In the knowledge economy we live in, functioning with just learning theory seems very linear and limiting now after listening to all the talks about learning styles and personalities(Felder) , Multiple Intelligences (Gardner & Goleman) and reading about Connectivism (Siemens) as an alternative. The digital age will require more than behavioral, cognitive and constructivism theories to define learning.They each have their place though. In the classroom, there is a time that different learning theories work however, with the knowledge economy connectivism helps to make sense of chaos,inter-relate networks and self organise. Connectivism allows for development in multiple intelligence,different learning styles and personalities. In our modern society,it is all about inclusion, managing diversity and inter-disciplinary connections.The statement by Siemens, 2004,that "The pipe is more important than the content within the pipe and that our ability to learn what we need for tomorrow is more important than what we know today" best summarizes the what is required to equip learners to be lifetime learners. The ability to be 'processors' able to analyse chaos to know that underneath it all, there is a pattern that can be unveiled and that there is no such thing as impossible or can't. It is making meaning that is essential.
Depending on my lessons,l would use what is relevant at the time.For example, presenting a lesson from context to concept, it would to involve the learning theory and connectivism as assess to digital media is integrated. Different theories provide ideas of what influences the process of learning in just one lesson. They also create an awareness of what is evolving in the world around us (both teachers and students) and how we can continue to learn, teach and achieve good outcomes.'Hopefully see the light'.
Thursday, April 22, 2010
Relate-Create-Donate
At the language centre, we constantly used the Engagement theory,(didn't know then that there was a theory that supported that way of learning and teaching)and the students actively engaged in research, collecting data, doing surveys on different topics of interest such as fashion, food,environment and lifestyles. Students chose topics they could relate to, created an action plan and donated it to the public through publishing in the school newsletter and putting up posters on recycling for example. The picture shows a photo of the students with the final product: a hat,in which they had to think of their own design and create it in two hours.For someone learning English as a second language, this could be a great challenge but in a fun-filled environment they learned a lot as they interacted with teachers and other students.
Kunc's article on Maslow's Hierarchy
To ensure all the students are ready to learn, I would get to know them as individuals and listen to what the are saying.This is because in listening one can find out where they are at,what works for them and what they love doing.In the process of listening, if I find out they don't have a sense of belonging then I would create an activity that would involve everyone in the classroom showing respect and responding to each others ideas with the intention of hopefully creating an awareness that each one is of value. In real sense our classroom should always be a place where the exchange of ideas occur amicably and with respect.
My objective is to create an environment,where children are children and as Kunc's comments "where children are given a right to belong and a right to their own diversity". A place where learning is a joy not a chore. At the language centre the students especially enjoyed 'hands on' stuff, the picture shows an activity that involved making hats,betting on horses and later strutting the students creation, with a prize won at the end of the day.
Monday, March 29, 2010
Lynch's 8LMQ's approach in contrast to my own education
In contracts to Lynch's 8LMQ's approach my own education was mostly teacher-centric.Starting with the assumptions that at a certain level I was knowledgeable to some extent. For example, in grade 6, the teacher at this level made the assumption that I had the knowledge expected at that level and therefore would continue to teach grade 6 material. There was no test or inquiries to check as suggested by Lynch in Q 1( What does my learner already know?). Also as in comparison to Q3 and Q5 many learning options were not considered.Once again 'the book' was the only way to go. Read the textbook understand (sometimes)but mostly recall, because it was not about understanding but about recall to pass a test. Learning was mainly around reading,writing and listening to teacher. Unlike what happens now.Check out this video.
http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related
http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related
Sunday, March 21, 2010
8 LMQs
Get a Voki now!
Learning management is where the learning manager uses effective pedagogical strategies to achieve students learner outcomes in the classroom or learning site.
For the learner manager the the process requires a series of questions known as the 8LMQs which constitute the learning design. These questions are asked continuously in a cyclic fashion throughout the learning process.
In the modern world with the knowledge economy, continuous social and cultural changes learning management acknowledges that there is a new world and with new and challenging requirements.
Saturday, March 20, 2010
Teacher centric or student-centered?
My experience at school was mainly teacher-centered:-teacher wrote on the board, we copied,asked questions sometimes but mostly waited until a week to exams; when we studied and crammed like there was no tomorrow;sat for the exam hopefully passed then moved up to the next class or redid that year if any of us students flopped. I did try a different study pattern one term where I studied everyday,was attentive in class, asked questions and my performance skyrocketed.I think the traditional methods were really dependent on the student taking the initiative to further read more on the subject and attain understanding that way.
I could only think of literature as being to some degree student-centered,because we had to read a book(Romeo and Juliet)individually,in pairs and sometimes as part of a class activity then of course we had to critically analyse, synthesise and exchange views. We were actually allowed to give an opinion and so long as we could support it;it was accepted. Interesting classes they were!
I could only think of literature as being to some degree student-centered,because we had to read a book(Romeo and Juliet)individually,in pairs and sometimes as part of a class activity then of course we had to critically analyse, synthesise and exchange views. We were actually allowed to give an opinion and so long as we could support it;it was accepted. Interesting classes they were!
Mode 1 and Mode 2 Knowledge?? So what !
Why compare this 2 modes of Knowledge? I think it is to find out where we are at this point in time. 21st century
We live in a knowledge-based economy and that's not all; as Smith et al,2003 p.24 observe that there are other ' incremental shifts in human behaviour and social organisation that create social change'(Florida 2000) which then cause us to consider change in the learning environment or education.Why?Because one cannot keep new wine in an old wineskin.A new up-dated part will not work effectively or even fit for that matter in an old car?As a result of the several factors there is a movement from disciplinary to a more heterogeneous knowledge production to keep up with the changes.Consequently, there is a focus on knowledge processes, self -managed learning experiences and students autonomy over what,how and why learning takes place.(student-centered learning I think)So what role do learner managers play?
I agree with Smith et al,2003, idea of 'development of learner managers who are able to generate a generic management of learning in education and training sites'.Fletcher,2001,p.413 also suggests learner managers who are wroughting and writhing- meaning creating and making of things respectively which he describes as designing of pedagogical strategies that advertise the learner manager as being able to perform, judged by the criteria of learner outcomes. Sounds to me like poor teaching strategies poor results. We definitely don't want that,do we?
Smith's definition of learning management as the capacity to design pedagogical strategies that ensure learning outcomes in students or other kinds of clients leads me to my goal at the end of this course:hopefully by the end of this course I should be capable to design pedagogical strategies that ensure learner outcomes in all kinds of clients in my journey as a learner manager. In case of days that the strategies I choose backfire; stop- ponder for a few minutes,learn from the experience then go on.
Design pedagogical strategies? Student-centered or teacher centric? Why not teacher centric?
To be continued.................
We live in a knowledge-based economy and that's not all; as Smith et al,2003 p.24 observe that there are other ' incremental shifts in human behaviour and social organisation that create social change'(Florida 2000) which then cause us to consider change in the learning environment or education.Why?Because one cannot keep new wine in an old wineskin.A new up-dated part will not work effectively or even fit for that matter in an old car?As a result of the several factors there is a movement from disciplinary to a more heterogeneous knowledge production to keep up with the changes.Consequently, there is a focus on knowledge processes, self -managed learning experiences and students autonomy over what,how and why learning takes place.(student-centered learning I think)So what role do learner managers play?
I agree with Smith et al,2003, idea of 'development of learner managers who are able to generate a generic management of learning in education and training sites'.Fletcher,2001,p.413 also suggests learner managers who are wroughting and writhing- meaning creating and making of things respectively which he describes as designing of pedagogical strategies that advertise the learner manager as being able to perform, judged by the criteria of learner outcomes. Sounds to me like poor teaching strategies poor results. We definitely don't want that,do we?
Smith's definition of learning management as the capacity to design pedagogical strategies that ensure learning outcomes in students or other kinds of clients leads me to my goal at the end of this course:hopefully by the end of this course I should be capable to design pedagogical strategies that ensure learner outcomes in all kinds of clients in my journey as a learner manager. In case of days that the strategies I choose backfire; stop- ponder for a few minutes,learn from the experience then go on.
Design pedagogical strategies? Student-centered or teacher centric? Why not teacher centric?
To be continued.................
Thursday, March 18, 2010
Differences between Mode 1 and Mode 2 Knowledge
Mode 1 Knowledge
- Discipline-based
- Has a distinction between fundamental and applied production
- By individuals
- Quality control/peer review
- Local
- Market acceptability
- Traditional notions of objectivity of knowledge
- Trans disciplinary
- Production in diverse sites
- Production in teams
- Social accountability
- Global
- Truth in consensus amongst informed professionals
Wednesday, March 10, 2010
Knowledge Economy
Knowledge economy according to Drucker, P , "is a term that refers either to an economy of knowledge focused on the production and management of knowledge in the frame of economic constraints, or to a knowledge-based economy."The result of knowledge technologies is economic and leads to job creation.
It is further argued that in the knowledge economy, expertise and know-how are both critical and that in the Knowledge economy; knowledge is the product and in the knowledge-based; economy Knowledge is the tool. These are both described as interdisciplinary based on a concept that knowledge and education (human capital) can be treated either as a business product or a productive asset. This concept is further defined in the Wikipedia article as:
It is further argued that in the knowledge economy, expertise and know-how are both critical and that in the Knowledge economy; knowledge is the product and in the knowledge-based; economy Knowledge is the tool. These are both described as interdisciplinary based on a concept that knowledge and education (human capital) can be treated either as a business product or a productive asset. This concept is further defined in the Wikipedia article as:
" The concept that supports creation of knowledge by organizational employees and helps and encourages them to transfer and better utilize their knowledge that is in line with company/organization goals "
This is a feature that I think most successful companies have adopted and motivate their employees through different kinds of incentives such as good salary packages,holiday offers etc.to achieve goals set by the companies. In some cases organizations approach the public requesting them for useful information-knowledge that would lead to better production which results in a company achieving their goals.
The driving force in a knowledge economy is mainly globalization and information technology. According to Houghton & Sheehan,p.2(2000) "the increase in knowledge intensity has been driven by sharp falls in the cost of computing and communications per unit of performance and by rapid development of applications relevant to the needs of the users." I totally agree with these statement in that my education to date resembles the 'modern way of doing things', based around the skills required for the 21st century though not advanced. The availability of electronic gadgets such as computers,mobile phones for example has made knowledge accessible to all- both to the 'contributor' and 'receivers'. Globalization has led to deregulation allowing the consumer to shop anywhere in the world just by a 'click of the mouse'. The accessibility and availability means there is no stopping the information age that is rapidly becoming a knowledge economy.
References.
Knowledge Economy;http://en.wikipedia.org/wiki/Knowledge_economy
A Primer on the Knowledge Economy, Houghton & Sheehan, Victoria University, 2000.
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