Week five reflection

Prezi- A virtual canvas

Prezi is a presentation software and storytelling tool for presenting ideas. This technology has a unique zooming function which offers an alternative to the traditional, linear tool of a PowerPoint presentation. Prezi allows the classroom to be opened up to active learning and interactivity ensuring that lessons are memorable and not disjointed (Prezi, 2014). This fun and engaging tool can support a variety of learning outcomes such as justification, explanation and illustration of a certain topic. This creative tool supports the connection and collaboration of students as it offers connection in real time with 10 others, allowing brainstorming to occur on a shared virtual whiteboard (Prezi, 2014). Prezi allows one to embed videos and images, enabling learning to occur at greater depth through connection of information. In the context of Home Economics, Prezi can support many assessments and activities such as the accompaniment to research assignments, a mood board, or an engaging addition to a process journal.

Prezi. (2014). Engage your class. Retrieved from Prezi for Education: http://prezi.com/prezi-for-education/

Image link...

Examples of how Prezi can be implemented at each stage on the SAMR model-

Substitution: Prezi can be used to substitute the task of a mood board in Home Economics, textiles. Text is added, zooming in and out of each point. 

Augmentation: Prezi can be used as a platform for a creative mood board which contains images and short videos to set the scene of the associated topic. 

Modification: At the modification level Prezi can be used to make connection with other webpages and information using hyperlinks. 

Redefinition: Collaboration with others and their Prezi presentations, along with the giving and receiving of feedback, thus analysis of others and own work. 


A model of a PREZI, created by myself:

Voki examples

Week four

Using Images in e-learning

Purposeful images provide an opportunity for students to engage in visual literacy. In this multimodal age this is ever so important as images can evoke feelings, support skills development and engage higher order thinking (knowledge, understanding, analysis and evaluation). This technology can support many classroom activities to enhance and extend students engagement. Images can also be presented with a question for analysis and evaluation. Students can create their own images as a representation of a learnt topic.  

The following images are contextual to the subject of Home Economics, falling into the areas of body image and sustainability. These powerful images contain an underlying message that engages one's thought process whilst also providing stimulus for emotional and opinionated discussion.  

Image 1

Image 2

...RE-SIZING IMAGES FOR THE WEB...

Resizing images, in this case, does not refer to the simple alteration of size, but the alteration of file size to ensure it not too large for the capacity of the blog or site. By resizing the image, loading time is cut down and viewers can see images more efficiently. The program Mobaphoto was used to resize the images on this blog post. This tool is beneficial for one to ensure the images are appropriately sized for the web. The technology used to resize photos falls into the substitution level of the SAMR model.  This is the case as an online images act as a substitution for textbook images and paper resources. Through access to online images Learning Managers are able to select from a wider variety, thus draw students in with more complex images . 

Image 3

Image 4

Image 1 credit: http://www.misleddit.com/p/2f93gd/

Image 2 credit:  https://scontent-a.xx.fbcdn.net/hphotos prn1/t1/q80/s720x720/1557531_784479998246897_126483232_n.jpg

Image 3 credit: http://weheartit.com/entry/132802721

Image 4 credit: http://s1090.photobucket.com/user/cadygusta26/media/44B6A2B2-FEA8-4CAC-8E92-CCEF9618E9C5-17766-00000C971BCD0154_zpsbc395eb1.jpg.html 

Week Three Reflective Response

....BLOGS FOR LEARNING....

The web 2.0 tool of a blog can be seen as a very useful tool in an educational setting. A blog is chronological and, unlike a website, is owned by students. This allows students to post their own work in the form of a blog posting or a comment. However, as blogs allow for this, comments themselves cannot be directly responded too, each referring to the blog post itself. Despite this, collaboration is still sustained through blog interaction. The opportunity for more than one author exists but usually a blog has one author with management limited to them i.e. the author/s can only edit it.  

Blogs can be used for educational purposes in many creative and collaborative ways that support critical thinking. Activities included are creative writing, many research and group activities, such as expert jigsaw, and assignment construction (Click here to view my blog “The Woven Nest” that I created for a Textile Technology assignment- a convenient example of how blogs can be used for assignment construction).

This particular technology could be used in the Home Economics and Hospitality learning environment through incorporation of such ICT’s into both textiles and Food technology theory. As an example Functions can be planned, recorded and reflected upon through the use of this technology, allowing all students in the class access to important information.

The Substitution, Augmentation, Modification and Redefinition (SAMR) model acts as a useful guide when constructing lessons that aim at enhancing instructional technology integration. These four levels of technology can be addressed in many educational contexts with Substitution and Augmentation at enhancement phase and Modification and Redefinition at transformative phase. The following examples are identified as to how the technology of a blog can be integrated into a classroom at each level of the SAMR model. 

Substitution: The blog is used by a student as a tool to substitute hand written or typed process journal in Home Economics (textiles, or food technology). A word document is copied into the blog post with comment on the blog non interactive.  

Augmentation: The blog is used as a platform to publish the process journal. Hyperlinks, images/photographs, videos/audios are used to support written text and processes undertaken. The blog post becomes a digital organisation of student’s process journal through tagging and categorising of work. Teacher leave comments and peers can read each other’s work. 

Modification: Students use hyperlinked writing to show their and connect thinking, influences, relationships and process between published content and external resources. Communication occurs in multimedia and transmedia ways- students upload evidence of themselves completing a certain task/criteria (a sewing or cooking technique). The work present encourages conversation, invites multiple perspectives and allows for constructive feedback. The work in non-linear.

Redefinition: The student blog is an embedded part of the process and a natural extension of communication and learning cycle by documenting evidence of learning, reflecting, sharing and receiving feedback in order to consider revision. Students are demonstrating self-directed and self-motivated lifelong learning habits as they are organising, building and maintaining their own online learning records, a growing academic digital footprint and develop their personal brand as well as personal learning networks (Tolisano, 2014).  

Tolisano, S. R. (2014, May 23). Upgrading Blogs Through Lens of SAMR. Retrieved from Langwitches Blog: http://langwitches.org/blog/2014/05/23/upgrading-blogs-through-lens-of-samr/ | Langwitches Blog

Image (above and below) credit: http://langwitches.org/blog/wp-content/uploads/2014/05/Student-Blogs-SAMR2.png

Overall, Blogs are an effective classroom tool that have the potential to stimulate students engagement and participation to redefine a task...

Week Two Reflective Response

WIKIS FACILITATE COLLABORATIVE LEARNING 

Learning is owned, controlled and managed by students themselves….

Image credit- http://ged578.pbworks.com/f/1273207851/New_wiki_wheel.png

After using the educational tool of a scaffolded wiki for the first time, I realised that it wasn't as daunting as preconceived, but actually quite fun. It was evident that wikis do indeed facilitate collaboration whilst the thinking routine of de Bono’s hats forced one to view the selected topic from a number of perspectives, using analysis and evaluation.  Thoughts were clearly separated into an organised structure where comprehension of the task was straightforward.  

A wiki can greatly support the construction of knowledge via the collaboration between students. It is here were aspects of the topic can be drawn upon in a variety of ways to stimulate and extend ones opinion. The particular scaffolding of this task supported several ways of thinking to extend and challenge ones initial view of the topic. Analysis and evaluation of the topic were required to fulfil the requirements of the task.  By comparing, contrasting and differentiating one’s own opinion with others analysis occurred.

Collaboration is important in sharing valued perspectives due to the rich new knowledge that can emerge from such an experience. Participating in this wiki, as a learner, challenged my preconceived opinion on the topic and allowed me to view the topic is a more constructive light, extending on others viewpoints.  

The characteristics of a wiki are reflective of the theories of cognitivism and social constructivism. This is evident as knowledge is socially constructed through interaction and negotiation of the ideas of others. Cognitivism seemingly aligns with the educational tool of a wiki as knowledge is approached in such a way that students existing knowledge structures are added to via new learning experiences. The new structure thus becomes modified when exposed to new information as each student has a different set of experiences to share.  Social constructivism is heavily drawn upon in a wiki task as students become integrated into a learning community in which collaboration leads to the negotiation of new ideas that are adapted and accommodated based on their level of collaboration and integration. This is where analysis, evaluation and synthesis have potential to take place. Social constructivism is also reflected upon through the scaffolding and support of the wiki task. An opportunity if provided for students to negotiate learning within a collaborative community. Here students take responsibility not only for their own learning, but that of their peers.

When reflecting on my own personal participation in the wiki I enjoyed collaborating via this means of communication. The biggest benefit attached to this mode of communication is the ability to add to it anywhere anytime and view others opinions whilst doing so. Personally I believe this is a great tool for group work. Drawbacks attached to Wikis or any online technology include the constant need for connection. An obvious drawback associated with wikis revolves around the ability for others to override your own work. This, in a group context, with permission and monitoring, is beneficial, however out of this context, losing work is an obvious issue. 

Overall, I have enjoyed being introduced to the educational tool of a wiki and believe it will be an asset to the classroom if used in the correct context. 

Week one's experiences and reflection on learning theory

Image credit: Thinkstock

TECHNOLOGY

ENGAGING, ENHANCING AND EXTENDING? 

ALIENATING, ISOLATING AND DISTRACTING? 

POTENTIALLY A FUNDAMENTAL ELEMENT IN THE 21ST CENTURY CLASSROOM- THE WORLD IN WHICH WE LIVE IS HYPER CONNECTED= LEARNING CAN HAPPEN ANYWHERE ANYTIME....

HOW DO EDUCATORS ENSURE ONLY THE POSITIVE POTENTIAL IS REACHED...??

A HEALTHY BALANCE IS UNARGUABLY THE KEY TO ENSURING TECHNOLOGY IS  IMPLEMENTED IN APPROPRIATE WAYS, THUS, EMBRACED TO COMMUNICATE, PRODUCE AND CONSUME IN PREVIOUSLY UNIMAGINABLE WAYS....

Creativity in the 21st century:

After watching the TED talk, Do schools kill creativity, by Sir Ken Robinson it is evident that creativity is not valued to the level it deserves. Sir Ken Robinson identifies that creativity is now as important as literacy. This is yet to be acknowledge in wider society as a hierarchy of subjects still exist in the schooling system; Maths and Languages, then Humanities and lastly The Arts, with drama and dance falling below music and art. There is a need for the academic/ future prospects stigma attached to certain subjects to be dropped as this does not determine successes of a person later in life i.e. one selecting subjects  based on future high earning jobs rather than what their passion is or what is merely enjoyed. 

Creativity requires the ability to let go of right or wrong and unfortunately, as Sir Ken Robinson highlighted, we are growing out of creativity due to the fear of making mistakes, and unpreparedness to be wrong. Creativity is extremely important for innovation, therefore, as a future educator, fostering creativity through various means and methods is something that I highly value. Thus, endeavoring to instill courage into my students so they can process original ideas that have value. 

Brain Imagery:

Human abilities come in many combinations, it is because of this that we are not fixed to a specific learning style, rather a unique blend based on our diversity of strengths and weaknesses. Grace Rubenstein, in her article Brain Imagery Probes the Idea if Diverse Intelligence's, explains that parts of the brain involved in reading, maths, music and personal relationships are DIFFERENT, larger or smaller, more or less active in EVERY child. Circuits are independent, therefore if one student is struggling in a particular domain they may have advantages, neurologically, in others. The brain can morph and grow if certain skills are learnt and practiced. Hone abilities= alter brain. Grace Rubenstein highlights that educators can achieve a lot through the design of lessons that appeal to multiple senses. Particular strengths and interests should be drawn upon when introducing content. Once students are engaged, different, weaker skill sets can be challenged for another part of the lesson, thus developing different parts of the brain. As each and every student is different it is a necessity to know your students, and also evidently important to design lessons that target multiple senses. 

Edutopia webinar 

How the Brain Learns Best, by Dr. Judy Willis identifies many key messages in regards to how the different sections of the brain responds to certain information.  Dr. Willis explains that students unconsciously seek out potential dangers or stresses as priority, before allowing new, interesting or important information in. Once out of survival mode input can get through the RAS (Reticular Activating System) to the reflective brain where information can be stored. Therefore a learning environment must be "safe" for it to be conducive to learning. Stability and familiarity are essential before one can stimulate curiosity, with elements of surprise, change and novelty. Therefore an educator must ensure priority revolves around the learning environment in which they create.