Reflective synopsis

“Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.” (Chinese quote, source unknown)

The world is changing at such a fast pace along with the information that is abundant and accessible via the internet; but this information is also fluid and changing.

'Connectivism' applies principles that acknowledge "real-life learning is messy and complex” (Siemens , 2004, p.2). It draws from Vygotsky’s constructivist theory to provide a scaffolded, student-centred and authentic learning context (Brady, 2006). These values successfully support the use of ICT’s in the classroom.

Students today need to learn how to sort and filter the masses of information available to them. In order to do this they need to be able to establish and nurture the networks and partnerships that make this possible. Siemens (2005) stated that the theorists who understood that the process required is more one of coming to realise rather than one of knowing, are closest in alignment with Connectivism. Autonomous learning is not enough as students must know how to how to navigate and find what they need in this new environment as well.

Of the e- tools I have been eagerly exploring, the RSS that gives the best example of supporting learners to wade through and sort information while staying up to speed, as the new data becomes the old with ever increasing speed. By combining the RSS with google reader (or the like), social bookmarking sites such as Diigo along with skills such as tagging; we are readying our students to be able to filter the information. Learners also need to have a good understanding on how to find the information they need as well as pertinent communities and networks in order to be able to work autonomously, using the vast array of information available to them.

During this course it has become apparent to me that frameworks such as Oliver's Design Model and the Engagement theory (Kearsley & Shneiderman, 1999) when incorporating e-learning tools into the classroom pedagogy, give us an excellent framework to support our students learning as long as they have also been explicitly taught how to learn using web2.0 tools. More than that, they build on it, requiring students to use those tools in conjunction with tasks involving wiki’s, blogs and WebQuests in conjunction with the knowledge they derive from the other online communities they have access to. Allowing students to work in collaboration with these networks is of the utmost importance according to Dieu and Stevens (2007). I believe the collaboration and networking enabled through the use of e-tools, will help students and learning managers to collaborate and share ideas with a broader community.

They allow for others to comment or add to a students work, enabling students to critique themselves and each other throughout the creation phase and giving them the opportunity to view their work from multiple perspectives; therefore gaining deeper understanding of the topic, whatever that may be. Students are also motivated further as they know their work will assist others on the networks they discovered although this is completely dependent on the Learning Manager’s task requirements. Sometimes the donate phase may just involve the school community. peers and parents, especially if the sites have any online safety concerns, or are not EQ approved. The engagement theory (Kearsley & Shneiderman, 1999) argues the students work must have relevance to the students and be donated back to the community to help others “Online social networks are an excellent environment for developing and sharing idea and promoting creativity” (O'Connell, 2006).

Students of today have vastly different cultural perspectives and require very different skill sets from those taught in the past. While the older learning theories have much to offer they have stood still while our world has changed dramatically. Connectivism rectifies the widening gap, between the past learning theories and our current students needs, in this globally connected world.

Google Earth and other programs that support it, such as Google Sky and Google Sketchup are fantastic tools to make a topic real for the students. They are able to visit the places you are discussing and even check distance, measure and graph, as well look at and study the stars. It would be of great help in science, maths, literacy, geography, history. The nature of these e-tools is such that they engage learners with various learning preferences.

Wikipedia is an online encyclopaedia. Unlike a normal encyclopaedia, it can be updated real time. It is a link to clear definitions on every topic and it can also help you locate experts on a topic, relevant groups and links to useful resources. It would be important to scaffold the learning and ensure students were first taught explicitly how to 'evaluate computer mediated information for bias, accuracy, credibility and underlying assumptions' , to ensure they can use the information from wikipedia responsibly and confidently' (Department of Education Queensland, 1995, p.7).

E-portfolios in the classroom, e-portfolios could be used to answer two important questions for teachers. Learning management questions 7 & 8. 'How will I check to see the learner has arrived' and 'how will I inform the learner and others about the learners progress' ( Lynch, 1998, p.62).

In the State school system, Prep is the only grade that have portfolios as their prescribed, take home assessment piece. The Early Years Curriculum Guidelines (Queensland Studies Authority, 2006) suggest that the portfolio should be co-constructed by all involved parties and that it is a dynamic record of examples showing a child's learning and development (Brady & Kennedy, 2009). This enhances student ownership of their learning and connects school experiences with real life by requiring demonstrations of accomplishments (Brady and Kennedy, 2009).

All specific web 2.0 tools examined-

-Encourage students to build knowledge and understanding of the technology developing their skills and confidence to use them effectively and responsibly.
-Develops ICT knowledge and skills to enable pupils to create and present their own ideas and other materials. Involves students in using ICT tools to collect and analyse structured information, as well as the skills and concepts to be able to research topics and search for information on the internet effectively.
-Importantly it also involves students using appropriate tools and techniques to communicate and collaborate with other individuals and groups forming networks and partnerships.
(Thomas & Strachan, 2001)

Through the appropriate application of these e-tools into the curriculum, students gain informed attitudes in relation to ICT, which prepares them for their future positions in a global knowledge society. It is our job as learning managers to ensure students are equipped to use this technology (Department of Education Queensland, 2002).

Teachers also have a duty of care to students. Schools have internet filters in place to prevent students from being confronted with inappropriate material on the internet. The Australian government has developed a site 'NetAlert' (The State of Queensland Department of education and Training, 2009) that provides advice for parents, teachers and the community on Internet safety. There are educational programs for various levels of schooling. These directly link to the 'Professional Standards for Teachers'

“ 4. Construct relevant learning experiences that connect with the world
beyond school
6. Integrate information and communication technologies to enhance
student learning
9. Create safe and supportive learning environments”
(The State of Queensland Department of Education and Training, 2009)

As you can see the range of e-tools available can be of great benefit when teaching as long as we do not use them in a superficial manner. They must become part of rich learning tasks that encourage students to inform themselves and collaborate with others meaningfully exploring topics or tasks that are authentic and have real value to the students. ICT's can empower teachers to engage students in an effective learning environment that breaks free of the traditional boundaries and takes deep learning and higher order thinking outside of the class confines and into our every moment.

References:

Brady, L. (2006). Collaborative Learning in Action. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Brady, L., & Kennedy, K. (2009). Celebrating Student Achievement. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Davis, J. and Grose, S. (2008). Which Way? What happens when embedding Aboriginal and Torres Strait Islander perspectives in schools meets the professional standards for teachers and an accountability matrix? [electronic resource]. Retrieved November 17, 2009 from http://www.strongersmarter.qut.edu.au/docs/papers/Which_Way__by_John_Davis_and_Sharon_Grose_for_Wipce_2008.pdf

Dieu, Barbara, and Vance Stevens. (2007), Pedagogical affordances of syndication, aggregation, and mash-up of content on the Web. TESL-EJ, Vol 11, No. 1 Retrieved December 19, 2009 from
http://tesl-ej.org/ej41/int.html.

Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. [electronic resource].Retrieved November 17, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm

Lynch, D. (1998), The learning design process. In Smith, R. and Lynch, D. (2006), The Rise of the Learning Manager. Frenchs Forest, NSW, Australia: Pearson Education Australia.

O'Connell, J. (2006). Engaging the Google Generation Through Web 2.0: Part 1. In, Scan, 25 (3), pp. 46-50

Queensland Studies Authority. (2009) Early Years Curriculum Guidelines. Springhill, Qld.: Queenland Studies Authority. In. Queensland Studies Authority. (2009) P-12 Assessment policy. Brisbane, Qld.: Author. Retrieved December 1st, 2009, from
http://www.qsa.qld.edu.au/learning/981.html

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. [Electronic Resource] Retrieved December, 2009, from
http://www.itdl.org/Journal/Jan_05/article01.htm

The Department of Education Queensland. (1995). Guidelines for the use of computers in learning. Brisbane: Department of Education

The Department of Education Queensland. (2002). Literate futures: New times, new literacies. Brisbane: Department of Education

The State of Queensland (Department of education and Training). (2009) The learning place. In. The curriculum exchange resource centre: NetAlert. [Electronic Resource] Brisbane: Author. Retrieved December 1st, 2009 from,
http://learningplace.eq.edu.au/cx/resources/item/website/ed4c3f76-3a11-cbac-ff44-e9904d57bbd6/1/ViewItem.jsp

Thomas, F. & Strachan, M. (2001). Internet projects for primary schools: Finding information. London: A & C Black Publishers Ltd.

Websites

http://www.netalert.gov.au/

Wikipedia

Wikipedia is an free online encyclopedia. It is made up of openly edited information and that sometimes raises concerns to do with its accuracy. Wikipedia uses a number of quality control processes to ensure the information is accurate and reliable. Wikipedia is currently among the ten most popular websites and there is a good reason for that.

While I often use wikipedia to check out words or processes I am unsure of, I have never thought to use it to gather resources until now. To test how well it would work if I used a specific lesson type, and developed the lesson using resources from wikipedia, I decided to see what was available for NXT robotics.

I was blown away by what I found. I have always tried to get relevant youtube for the students but wikipedia linked me to youtube videos that were much more practical than any I had located on my own. I learnt many things about the NXT system which I had not previously known. These can be used to help students program their robots with less difficulty while at the same time stretching their perceptions on what is possible. And I was able to find links to groups on Robotics ranging from experts to school run programs to robotic events that students could enter and compete in.

As I like to remind the children, they are not playing with a toy but with the same level of technology NASA used to design the sensors in the space shuttles. The wikipedia page also linked me to other robotic groups with which we can collaborate, compete against and (for those who like programming) share code.

My experiment was a complete success and I was amazed at how long I had considered this resource in the same way I had thought of a paper encyclopedia. Wikipedia is so much more than that.

This made me consider what would happen if I opened wikipedia up as a resource to the students in my class. Would they benefit as much as I did from using wikipedia?

Absolutely! Connectivism learning theory (Siemens , 2004) explains that students must learn to navigate the internet and its masses of information for them to really benefit from it. Accurate, up-to-date knowledge is the intent of all connectivist learning activities and we have firmly established that wikipedia would definitely qualify a learning support for students in that area.

Also important though is that students come to understand the fluid nature of information in the technological age. They must understand that what they learn today as correct may not be tomorrow and wiki is an awesome example of this happening right in front of them. Wiki is getting updated by millions of people on a daily basis so that it has current up to date information and there is nothing to stop our students actually experiencing this process themselves by making their own educated and informed donations to wikipedia.

Imagine the day when your student comes to you and tells you they think they found a mistake in wikipedia. What once was educators excuse for never taking advantage of this e-learning tool has now presented itself as an opportunity for learning and an authentic learning experience in its own right.

Web links

http://en.wikipedia.org/wiki/Lego_Mindstorms

http://www.educause.edu/ELI/7ThingsYouShouldKnowAboutWikip/161666

http://en.wikipedia.org/wiki/Wikipedia:About

Reference:

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. [Electronic Resource] Retrieved December, 2009, from
http://www.itdl.org/Journal/Jan_05/article01.htm

'incompotech'-free music

Incompetech offers royalty-free music to users. Music can be downloaded in either MP3 or WAV format and be used for anything as long as the composer is credited somewhere.

Students can use this music as a soundtrack or background music or be asked to listen to particular music when developing n understanding of how music can support a theme or a feeling you wish to portray.

The site is easy to use and I particularly like how you can search for music by the feel , mood or style you are after. I can see this option being particularly useful to students. It can be difficult searching for music when you don't know the Bands so to be able to look for 'suspenseful' music for egs. is a real bonus. I downloaded a song called Spider Eyes which was an instrumental song ideal for exploring mood and tempo and would work well as background to a documentary or presentation where you want to create a sense of urgency in your viewers.

References
http://incompetech.com/

Media Fire

With MediaFire (a free file and image hosting web site) you can make unlimited downloads,uploads and receive unlimited storage.

MediaFire is of benefit in a learning context as it enables teachers to direct students to a specific location in order to upload learning materials to assist them. They can access this from the classroom or from elsewhere is that students are able to access relevant learning materials.

The following link will direct you to the files that I have made publicly accessible through mediafire. It includes a Robotics Concept Cartoon Poster I created to initiate class discussion "what are robots are used for?" and it includes the lesson plan I developed to introduce NXT robotics to Yr 4-7 students. Please feel free to download and use these resources if they are any help to you.

Connectivism' applies principles that acknowledge "real-life learning is messy and complex” (Siemens , 2004, p.2). According to Connectivism, the ability to store, filter and gather information is of paramount importance (Siemens , 2004). This tool provides a solid support for students in giving them away to store their data in a manner that is easy to access and use, that can be shared amongst peers and others.

http://www.mediafire.com/?sharekey=2b71e2ecad02410faf924764f9977b1d5ad3a1b02a4b15b3d8c7c6998cb4ca21


File Storage, http://moodle.cqu.edu.au/mod/resource/view.php?id=18307

http://www.mediafire.com

References
Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. [Electronic Resource] Retrieved December, 2009, from
http://www.itdl.org/Journal/Jan_05/article01.htm

Voice Threads

Voice threads is an e-tool I unaware of until now. A voice thread can hold an entire a group discussion around media whether it be images, video, documents, presentations, or any combination of them. It is a user friendly interactive environment that enables anyone with the ability to view voice threads to participate in them whether that be by phone, file upload, webcam, microphone or text and a participant can even draw while they are commenting. Students are able to completely control their comments and can delete them at any time.

Kearsley and Shneiderman (1999) explained that “an ICT environment, is best suited to providing a meaningful and authentic experience for students, one that can be configured to simulate the kinds of experiences students will face outside of the classroom.”
Teachers have been using images to provoke thoughtful conversations with students 'about the stories behind the picture” (Muth and Papell 2007). This means that conceivably voice threads could be used to integrate literacy and technology as well as promote collaborative group work in an online environment. This new technology allows us to extend on this and enables a continuation of the learning from home as well.
Link to my voice thread.

http://voicethread.com/share/768775/

In this voice thread I have asked people to consider a quote "Teachers rate more attractive pupils as having greater academic potential" (Clifford, 1975) and have used a photo of school seats as a backdrop to both the quote and the context at which we are examining it in. I am eager to hear whether people agree with this statement and what their thoughts are regarding it.


Please come and comment.

Image courtesy of:
http://www.will-lion.com/mindbites & http://www.flickr.com/photos/josephrobertson/112295678/

References

Clifford, M. (1975). Physical attractiveness and academic performance. Child Study Journal, Vol. 5, pp. 201-209.

Kearsley, G, and Shneiderman, B. (1999). Engagement Theory: A Framework for Technology-based Teaching and Learning, 1-6. Retrieved 28th November, 2009 from
http://home.sprynet.com/~gkearsley/engage.htm

Muth B. and Papell, B. (2007) VoiceThread FAQ. Retrieved December, 01 2009 from http://voicethread.com/help/faq/

Slideshare of Power Point

Please view this slide show I created, using a power point I made on Water Management, on the e-tool 'slideshare'.

Sose Water Management On Earth

View more presentations from s0133116.

Slideshare is pretty amazing. You can insert MP3 audio into your work or even a youtube video. This tool allows you to choose what type of copyright you would like to place on your work before you share it online. Once this is done the presentation can be embedded into other online resources such as blogs and wikis. It also enables the creator to edit or reuse the presentation.

For instance, I chose with this slide show to have a common-share license meaning that anyone can download and use it without breaking copyright laws. Students can use this resource from home or at school.

Slide share is a powerful e-tool that teachers can use to develop their lessons. Colvin Clarke and Mayer (2008) determine that when a relevant visual was used in addition to the text there was an 89% increase in learning. I believe the most important point they were making though was that the visual must be 'relevant' and not just entertaining. You can use slideshare as a group and stop those who are not in the group from following your work which allows the teacher greater control over the content and the safety of the students using it.

References
Colvin Clarke, R. & Mayer R. E. (2008) E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (2nd edition) San Francisco: Pfeiffer.

Slideshare, http://moodle.cqu.edu.au/mod/resource/view.php?id=18307

WebQuest

Image courtesy of photobucket.com


"A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students' investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding. The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes." 'WebQuest' as defined by Tom March (2003)

WebQuests motivate the students to learn by asking them to confront an complex (real life) issue by answering a question that is authentic and important. The task requires them to 'assume a role', utilise the internet and it's resources, 'develop expertise' and submit their work for 'feedback and evaluation'(March, 2003). WebQuests include elements of the Engagement Theory, which states that “students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”(Kearsley & Shneiderman, 1999); and social 'constructivism' as students are encouraged to "construct their own meaning which connects with their prior knowledge and experiences" (March, N.D).

They are inquiry based requiring 'higher order thinking skills like error analysis, comparison, and synthesis'(March, N.D)Students to connect on a deeper level to the task and then explore it until they are expert in it.

In a good example of a WebQuest ((link)), students were asked to explore the topic of making schools safer. In one section they were given photos taken the day of the Columbine shooting from the perspective of the students, victims, the law enforcement and the parents. They were given the task of gravitating naturally to a perspective that appealed to them and then given support through the internet to explore that fully. One of the links lead to a very moving page full of people relating stories of losing someone to a death by gunshot.

You couldn't help but be engaged and interested in the topic and that is exactly what a WebQuest should do. Not give students a question then lead them towards a prescribed answer; but give them that question and allow them the freedom of exploring the issues from their own view points.

I did notice though that at no time was their a photo from the perspective of the shooters. Perhaps a very wise move but is that in itself stifling the authenticity of the task? Further into the WebQuest I found that those students who did identify with those students who caused the carnage actually did have an outlet and that was from the perspective of the bullied.
A WebQuest series on creating non-violent schools Link

WebQuests sort of exemplify how the internet and its various tools can be used not just to engage a students attention but to assume a role within a group that mirrors the issue they are exploring and work cooperatively in learning groups to solve problems(March, N.D).

Tom March and Dr. Dodge (the original creators of WebQuest) have each supplied a template for teachers to use in order to help us create our own WebQuests.

Tom March's template
Dr. Dodge's tmeplate
Tom March's page to help designers of WebQuests quickly think through some key elements.

Using WebQuests in the classroom involves making sure that students have sufficient time to access the internet. You would also need to give careful thought to the genre types they are using and whether lessons will be needed to teach the students how to use the WebQuest and how to filter information effectively. Students will need to be scaffolded through the learning experience especially if they are new to the concept. Students must know how to work as part of a group effectively and how to time manage.

I envision collaborative group seating and access to the internet for each child to really get the most out of this task. Some students will have access from home and this is were a WebQuest on a wiki might be ideal. However you do it, one thing is for sure, if it is done properly it will be well worth it.

A good link for anything to do with WebQuests is WebQuest.Org

References:
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved July 29, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

March, T. (n.d.). WebQuests for Learning – What are the benefits of WebQuests? Retrieved on August 8, 2009, from http://www.montgomerycollege.edu/ctl/Handouts/Benefits.htm

March, T. (2002) What WebQuests Are (Really). Retrieved 15th November, 2009 from http://bestwebquests.com/what_webquests_are.asp

A WebQuest series on creating non-violent schools Retrieved 15th November, 2009 from http://www.kn.pacbell.com/wired/nonviolence/

WebQuest.Org Retrieved 15th November, 2009 from
http://www.webquest.org/index-resources.php