tag:blogger.com,1999:blog-19060125101976854452024-03-06T11:59:28.310+10:00Chenoa's JourneyI have heard of 'blogs' before today, but never seen one....now I am here, all thanks to FAHE11001.chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.comBlogger32125tag:blogger.com,1999:blog-1906012510197685445.post-79804330321994524962009-08-19T21:07:00.002+10:002009-08-19T21:09:45.673+10:00Markers NoteThroughout my blog postings I have been completely honest in what I feel are 'good and bad' elearning tools. 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margin-left:.5in; mso-add-space:auto; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:11.0pt; font-family:"Tahoma","sans-serif"; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-bidi-font-family:"Arial Unicode MS"; mso-ansi-language:EN-AU;} span.arial12 {mso-style-name:arial12; mso-style-unhide:no;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:12.0pt; mso-ansi-font-size:12.0pt; mso-ascii-font-family:Tahoma; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Tahoma; mso-bidi-font-family:"Arial Unicode MS";} .MsoPapDefault {mso-style-type:export-only; margin-bottom:10.0pt; line-height:115%;} @page Section1 {size:595.3pt 841.9pt; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoNormal"><span style="line-height: 115%;">I am amazed at the diversity of the many elearning topics that I have covered over the last few weeks. Tools that I didn’t even know about made me sit back and think ‘wow – this would be a great resource’. As with any resource, time and money play a huge factor, and unfortunately, computers and staff training don’t seem to be at the top of the list for the majority of schools. One of the largest hurdles I have been trying to overcome in schools is their band width and student access. Education Queensland computers are notoriously slow, and if an entire class is trying to download at once, more often than not, the system crashes. Having one computer room for a school of 700 means a 40 minute window each week for a class, and at least 10 minutes of that time is taken up in logging on. McKenzie (1998, p.1) states that using technology “only pays off if we provide enough computers, enough staff development and a combination of powerful tools with rich information.” Grove, </span><span class="arial12">Strudler and Odell’s (2004, as cited in James, 2006, p.1 ) further add that as more technology is available, “the need for knowledgeable teachers to use these tools effectively becomes a pressing issue.” </span><span style="line-height: 115%;">Having four computers in each of our classrooms seems a great idea, but when there isn’t a projector hooked up to one of these, they may as well not be there.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoNormal"><span style="line-height: 115%;">During this task, I have had many conversations, both online and face to face with my peers that have enlightened me to new ways of thinking and using these elearning tools. They have always been light and social and extremely helpful, the course coordinator and the tutors at our campus have been speedy in their replies to the cries of help from myself and my peers. The discussions that we have been having have created a large collaborative tool of learning and resources, as my peers and I have shared our fears, ideas and triumphs. We have, without realizing it, been using Kearsley and Shneiderman’s (1999) <i style="">Engagement Theory</i> through these discussions alone. The three components of Relate, Create and Donate, have been covered by our Managing eLearning course group, which can then be divided into flex and on campus students, then campus sites, and then friendship and study groups; the create aspect is shown through our task of establishing our professional blog and reflecting on tools and our peers blogs’; and our outside ‘real life’ focus is fulfilled through the main aim of this course – to help us gather knowledge on many tools and use them in our classrooms. <o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoNormal"><span style="line-height: 115%;">Using these elearning tools correctly gives students </span><span class="arial12">“engaged, meaningful learning and collaboration involving challenging and real-life tasks” (Jones, Valdez, Nowakowski, and Rasmussen 1995, as cited in James, 2006, p.1). This statement also links with the Engagement Theory mentioned above. <o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoNormal"><span class="arial12">Of the numerous elearning tools that I have briefly delved in to, I will aim use quite a few of them in my teaching. These are:<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpFirst"><span class="arial12">- <span style="font-weight: bold;">PowerPoint:</span> through the use of SlideShare so that these presentations can be completed in the students own time and individually.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpMiddle"><span class="arial12">- <span style="font-weight: bold;">Google Earth:</span> I would like to introduce a new place to travel to at the start of each day, linking it with the students’ current unit of work, and allowing them to explore with the help of this tool, I believe this is a great way to ‘hook’ students in at the beginning of the day.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpMiddle"><span class="arial12">- <span style="font-weight: bold;">Class blog or wiki: </span>To develop collaborative learning and reflection on tasks and for students to have the ability to show family and friends what they are completing in class<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpMiddle"><span class="arial12">- <span style="font-weight: bold;">Avatars: </span>A fun way to engage students, to help present information and notices.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpMiddle"><span class="arial12">- <span style="font-weight: bold;">ClassMarker: </span>For students to complete online quizzes instead of the traditional ‘pen and paper’ style tests, and even create their own for the class.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpMiddle"><span class="arial12">- <span style="font-weight: bold;">YouTube:</span> An easy resource for students to use, with parental guidance they could each have turns in selecting an interesting clip, based on the current unit of work, to show the class – replaces the traditional ‘show and tell’.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpMiddle"><span class="arial12">- <span style="font-weight: bold;">WebQuests:</span> I will endeavour to create challenging, informative and fun WebQuests each semester, and will instruct the students on how to create their own.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpMiddle"><span class="arial12">- <span style="font-weight: bold;">Wikipedia:</span> A truly under-rated resource that is easy to navigate for students, use of this as a research starting point in classrooms is essential.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoListParagraphCxSpLast"><span class="arial12">- <span style="font-weight: bold;">Voice Thread:</span> Collaborative learning at the highest point, even better than a Wiki, it is easy to use, monitor and embed into a class blog or wiki. Students can add their comments on the Voice Thread to enhance their learning and that of their peers.</span><o:p></o:p></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoNormal"><span style="line-height: 115%;">Using these technologies within the classroom will take time and effort to establish, but once they are used regularly, they will become like second nature to the students, and the teachers. In conclusion, I will strive to overcome the hurdles of using elearning tools and bring technology into the classroom, so that we can open our mind through travels to distant lands; empower our thoughts through collaborative class blogs and wikis; and use the extensive resources that can be found on the internet to their full potential.<o:p></o:p></span></p> <p style="color: rgb(102, 102, 102);font-family:verdana;" class="MsoNormal"><span class="arial12"><span lang="EN-AU"><o:p>References:</o:p></span></span></p><ul style="color: rgb(102, 102, 102);font-family:verdana;"><li><span style="font-size:85%;"><span style="font-size:100%;">James,</span> </span>W. (2006). J<span style="font-style: italic;">ust Plugging In: A Critique of Mentoring Toward Technology Use</span>. Retrieved August 19, 2009, from</li></ul><p face="verdana" style="color: rgb(102, 102, 102);" class="MsoNormal"> <o:p></o:p></p> <p style="color: rgb(102, 102, 102); font-family: verdana;" class="MsoNormal"><span lang="EN-AU"><a href="http://www.usask.ca/education/coursework/802papers/james/index.htm">http://www.usask.ca/education/coursework/802papers/james/index.htm</a></span></p><ul style="color: rgb(102, 102, 102);font-family:verdana;"><li>Kearsley, G. & Shneiderman, B. (1999). <span style="font-style: italic;">Engagement Theory: A framework for technology-based teaching and learning</span>. 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(1998).<span style="font-style: italic;">The WIRED Classroom: Creating Technology Enhanced Student-Centered Learning Environments</span>. Retrieved August 19, 2009, from</o:p></span></span></li></ul> <p style="color: rgb(102, 102, 102);font-family:arial;" class="MsoNormal"><span class="arial12"><span lang="EN-AU"><o:p></o:p></span></span><span class="arial12"><span lang="EN-AU"><o:p></o:p></span></span><a href="http://www.fno.org/mar98/flotilla.html">http://www.fno.org/mar98/flotilla.html</a></p><span style="text-decoration: underline; color: rgb(102, 102, 102);font-family:arial;" >
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<br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com3tag:blogger.com,1999:blog-1906012510197685445.post-4225754639314589462009-08-19T11:04:00.002+10:002009-08-19T11:20:58.132+10:00The Power of VoiceThreadYep - again - I will say WOW! VoiceThread is an amazing tool for teachers and students alike. I have just created a mini assessment piece that I could have used in my students two weeks ago when we were talking about the Titanic disaster. I uploaded some photos from Wikipedia that I showed the students, and asked them (via typing) questions regarding what they had learnt. The students could then answer the questions in their book, and then respond to the pictures with other information that they know about the sinking of the Titanic.<br />This is just one simple way to use this technology. There would be countless others, and they would all have the same aim - to get students thinking and working collaboratively, one of the engagement theory's components.<br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-44040448810706896402009-08-19T11:03:00.001+10:002009-08-19T11:03:24.422+10:00<img style="visibility:hidden;width:0px;height:0px;" border=0 width=0 height=0 src="http://counters.gigya.com/wildfire/IMP/CXNID=2000002.0NXC/bHQ9MTI1MDY*Mzc1ODUxNSZwdD*xMjUwNjQzNzk*MzU5JnA9MjA2NDIxJmQ9YjU4NDE3NyZuPWJsb2dnZXImZz*yJm89ZmFlNGVkYzU4ZmVmNGE4OWFmN2RlM2Y4ZmE4MTA3YjEmb2Y9MA==.gif" /><object width="480" height="360"><param name="movie" value="http://voicethread.com/book.swf?b=584177"></param><param name="wmode" value="transparent"></param><embed src="http://voicethread.com/book.swf?b=584177" type="application/x-shockwave-flash" wmode="transparent" width="480" height="360"></embed></object>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com1tag:blogger.com,1999:blog-1906012510197685445.post-15676772785090724172009-08-19T09:49:00.002+10:002009-08-19T10:15:18.501+10:00Music in the ClassroomI have previously used music in the classroom to enhance mood for a drama workshop that I conducted with year seven last year. They were working through a unit on Australia and had just come back from Carnarvon Gorge and had learnt about how the white men had killed many Aborigines there. I enrolled the students as Aborigines and the first white men to land in Australia, so it was very fitting. I also introduced them to masks and showed them mask etiquette, before narrating the scenes they had to act out. I used Aboriginal dream time music to create a more real life atmosphere throughout their performances. The whole workshop ran smoothly and the students absolutely loved it and were talking about it for the rest of the day.<br />I didn't know about royalty free music before this course, but it would have come in handy for this, and for our recent ESS presentation where we used music to enhance our survey results in Windows Movie Maker. After reading about licences, I now understand that Moby (whose music we used) could have actually fined us for using his music in this presentation.<br />The music that I downloaded of Incompetech was described by the website as an "erie, relaxed and somber" piece (Incompetech, 2001-2009). I decided to use this as a response to Melissa's comment about possibly getting my year fours to create a photo story on images they found of the effects of disasters on people. I feel this music would have been very useful as an overlay to the images. The piece is written by Kevin MacLeod and is named <span style="font-style: italic;"><a href="http://incompetech.com/m/c/royalty-free/index.html?feels%5B%5D=Eerie">Unpromised</a> </span>it is the first piece on this list<span style="font-style: italic;">.</span> It comprises of vocals, harp, flutes and percussion. I tried to find a way to upload the music to this post or the blog - but I couldn't! Does anyone know how to do this?<br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com2tag:blogger.com,1999:blog-1906012510197685445.post-30883590058512154592009-08-19T09:24:00.002+10:002009-08-19T09:34:20.100+10:00MediaFireWow - super fast, super simple! I have never seen my computer go that fast (I wish!). MediaFire seems too easy on the surface, but reading some of the reviews from magazines makes me realise that the whole process is easy. Apart from the speedy upload time, it was quick to register, easy to find where to upload and had great visual cues for the whole process. The visual cues are probably what I liked the best, especially for learners who find it difficult to read web pages, with all the clutter and adverising. During the upload process, MediaFire shows the percentage and speed of uploads, so you can see exactly how long they will take. The files can be put in any folder that you create and are easy to recover.<br />I will definitely use this tool from now on. It is another way of storing those important files that you have worked so long on - saving them from the inevitable hard drive crash! My mentor teacher recently had her USB stolen at school. Unfortunately she had years worth of work on it - including unit plans, a week long PD on Grammar (which she was going to share with me!), and countless lesson plans and ideas. She hadn't saved these anywhere else - so they are gone. Apart from the fact that she should have backed them up somewhere - I will be reccomending MediaFire to her!<br />I have uploaded a Maths investigation lesson plan which I used in Prep last semester, as well as a great resource for handwriting that I created. There are so many of us in Prep at Noosa, so I figured that these would be a worthwhile resource.<a href="http://www.mediafire.com/?sharekey=59cd4a107a7c2e32111096d429abd360e04e75f6e8ebb871"> Check out my files</a>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-1437808332472489482009-08-18T21:04:00.003+10:002009-08-18T21:08:22.000+10:00Similar to Slide Share - but for PhotosJust thought that I would tel you about another great tool, called <a href="http://www.onetruemedia.com/otm_site/public_home">One True Media</a>. This application allows you to upload your photos (in bulk) and create movies using them - very similar to Windows Movie Maker. The difference with this site is that you can then embed them into wikis or blogs, even facebook, to share with everyone. <br />I am going to (when I have time) choose my best photos of the kids and use this site to share them with my family and friends. You can choose transitions, music and speed - a great way to give your photos that special touch!chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com2tag:blogger.com,1999:blog-1906012510197685445.post-5271427029090277072009-08-18T20:47:00.003+10:002009-08-18T21:10:51.594+10:00Slide ShareUnfortunately I was not able to complete the full activity for this elearning tool, as my microphone does not work because I believe that someone (ie: My lovely husband)has deleted some part of the setup/recording tool from my computer. Believe me - I tried and tried to get this to work, so I haven't reflected about this part of the activity.<br /><div style="width:425px;text-align:left" id="__ss_1875706"><a style="font:14px Helvetica,Arial,Sans-serif;display:block;margin:12px 0 3px 0;text-decoration:underline;" href="http://www.slideshare.net/chenoa81/earthquake-1875706" title="Earthquake!!">Earthquake!!</a><object style="margin:0px" width="425" height="355"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=earthquake-090818053058-phpapp01&stripped_title=earthquake-1875706" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=earthquake-090818053058-phpapp01&stripped_title=earthquake-1875706" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="font-size:11px;font-family:tahoma,arial;height:26px;padding-top:2px;">View more <a style="text-decoration:underline;" href="http://www.slideshare.net/">presentations</a> from <a style="text-decoration:underline;" href="http://www.slideshare.net/chenoa81">chenoa81</a>.</div></div><br />Slide Share allows a much more engaging way of sharing power points than just the standard 'present in front of the class' shows. This site allows the user to upload their power point - much faster than emailing it - and then share it with others through the site or by embedding it in other web pages like blogs and wikis. With my presentation, I had originally wanted the students to gradually work through the power point at their own pace, on individual computers. This would have meant that I had to save the show onto the school's hard drive so that each student in my class could have accessed it. I had no idea how to do this, nor was I sure if it was possible, so I changed my presentation back to the boring 'present in front of the class' shows.<br />If I had have known about this program back then, I would have tried to use it for this activity. Students would have each been able to access my slide share account and viewed and worked through the show individually. Slide share can also be used for students to put up their presentations, which allow for individual viewing by their peers, teachers or parents and family at home. There is no need for lost USB's and CD's, just upload it and you can watch it from any computer that has the internet! <br />My year fours have to each create a power point presentation, that is to be marked, so by using slide share, marking becomes a much easier job as it can be done from home. Uploading students' work onto the web using blogs or wikis gives the students a sense of achievement and makes them work harder, as their work is there for all to see. Slide share gives both teachers and students the power to publish and view their work in this way.<br /><br /><br /><br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-92093663166740482552009-08-18T14:28:00.002+10:002009-08-18T20:29:06.464+10:00Now I know what a Podcast is!Well, it has been a few hours and I am still trying to get a podcast. I have found where I should be looking, done what the 'HELP' section told me to do - and I still can't listen to any! And finally - after frustration and yelling at my computer - I hear 'Rhyme Time' from <span style="font-style: italic;">Hooked on Phonics. </span>It is a vodcast which simply explains the concept of rhyming to children - aimed at about Prep level. It has a catchy tune (which is now stuck in my head) and easy to remember repetitious words. The pictures in the movie are 'real life' pictures, not cartoons, so children can recognise them without any trouble.<br />This type of vodcast can also be listened to as a podcast and comes from a whole set of fun phonics songs and clips. Using this type of technology would have been great in my Prep class last semester, as the children loved singing and dancing - but they would have definitely benefited from the clip as well. I am sure if this type of technology is only supposed to be used for ipods - if it is, then Prep children at my school wouldn't be utilising it! I can see the benefit of itunes for the secondary school students, as most of them would have an ipod/iphone and definitely have computer and internet access. I am not convinced about using this in primary schools though, it takes a long time to download each podcast, and each computer would need headphones and its volume set correctly - we struggle to get volume on some of ours!<br />I found many podcasts from teachers to teachers, but not as many aimed at students. Maybe I'll have to start presenting my own!<br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-1479740795425103842009-08-18T12:43:00.004+10:002009-08-19T20:58:34.525+10:00"Today class, we will be travelling to....."I downloaded the software for Google Earth about a year ago and forgot about it, didn't have time, ect, ect, ect. I dug it out from the 'unused desktop items' folder and upgraded to the latest version. Wow! I was amazed at how fast it worked, and how easy it was to use. I am sure there are more buttons to click and press, but for now, I am happy to type in a destination and sit back and enjoy the ride.<br />One of the first icons that caught my eye on the homepage was 'real time earthquakes'. <a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy0QW3uwkrK83bz-FYcTxQOJSKP4xbSXAVh6r3MEjZ201nXrIq6eYeRBPsh_eks0sTmnT1UlYb5XRUyi2C4zHQbO0-83VSqMW-zGjXjBXaKl1-XXiu-3jC9DKFpXHnpgGTXlVEmm6kcvh_/s1600-h/earthquakes.txt"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 125px; height: 95px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy0QW3uwkrK83bz-FYcTxQOJSKP4xbSXAVh6r3MEjZ201nXrIq6eYeRBPsh_eks0sTmnT1UlYb5XRUyi2C4zHQbO0-83VSqMW-zGjXjBXaKl1-XXiu-3jC9DKFpXHnpgGTXlVEmm6kcvh_/s320/earthquakes.txt" alt="" id="BLOGGER_PHOTO_ID_5371136459697302610" border="0" /></a><br />The possibilities began running through my head of what I could have used this tool for a few weeks ago, then, when I selected 'Ocean terrain layer', you could see the faults under the ocean! My students would have loved this technology - if our school had faster broadband and they had easier access to the computers, and if they had more time on the computers - which would lead to a better understanding of them. Get what I'm saying? Unfortunately, unless I was showing Google Earth to the class using a projector and had a few hours spare, this would be a good tool. Only 'good' because it would be considered 'great' if they could have the access to it that they deserve.<br />The possibilities with Google Earth are endless. Imagine starting every day with "Today we are going to travel to......." Each time students have to present an information report, oral or similar presentation, the class could actually see <span style="font-weight: bold;">where</span> they were talking about. In 1998, then Vice President of the United States, Al Gore, made a speech about a technology that he called 'Digital Earth', a program that allows users to go to anywhere on earth, at any time of day or night (Gore, 1998, as cited in <a href="http://www.ucgis.org/summer2006/studentpapers/grossner_final.pdf">Grossner</a>, 2006). This was his vision for the future; here is a small part of his speech:<br /><br /><div style="text-align: center;"><span style="font-style: italic;">“Imagine, for example, a young child going to a Digital Earth exhibit at a</span><br /><span style="font-style: italic;">local museum. After donning a head-mounted display, she sees Earth as it</span><br /><span style="font-style: italic;">appears from space. Using a data glove, she zooms in, using higher and higher</span><br /><span style="font-style: italic;">levels of resolution, to see continents, then regions, countries, cities, and finally</span><br /><span style="font-style: italic;">individual houses, trees, and other natural and man-made objects. Having found</span><br /><span style="font-style: italic;">an area of the planet she is interested in exploring, she takes the equivalent of a</span><br /><span style="font-style: italic;">"magic carpet ride" through a 3-D visualization of the terrain."</span><br /><div style="text-align: right;">(Gore, 1998, as cited in Grossner, 2006, p. 1)<br /><div style="text-align: left;"><br />Google Earth has cetainly come to par with this. Sure, the data glove and head-mounted display are not included in the standard Google Earth experience - but they may be in the future. What an amazing way to open up our students' imagination and experiences.<br /></div></div></div>I read somewhere once that the internet brings the world inside the classroom. Google Earth does this - literally.<br /><br />References:<br />Grossner, K.E. (2006). <span style="font-style: italic;">Is Google Earth - 'Digital Earth'? Defining a Vision.</span> Retrieved August 18, 2009, from<br />http://www.ucgis.org/summer2006/studentpapers/grossner_final.pdf<br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com2tag:blogger.com,1999:blog-1906012510197685445.post-55817462827181763122009-08-17T12:10:00.004+10:002009-08-17T13:11:17.528+10:00We Love WikipediaOn our first day of Study Skills in 2008, our lecturer said "DO NOT use Wikipedia as a reference." To be honest - I haven't touched the site since hearing this. I did not even understand that it was a huge source of collaborative information, from people all over the world - if that isn't social constructivism, I'm not sure what is! Vygotsky would be proud! Since undertaking this course, I have delved into Wikipedia as a basis for information that I don't understand fully. I then continue my research from other, more 'reliable' sites like .gov, .org and .edu sites. However, I recently had to find out information on the Titanic disaster for my year four class and went straight to Wikipedia. I was amazed at the countless citations, contents section and photos - what an amazing resource! I even found a photo of the suspect iceburg, with red anti-fouling paint scraped along its length. The image was grainy a<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUfJfiAdtHh2uFMgRnsLsTrL1W4KBDrITRKtIRanHRLxywJ8CCSx5ae_VBQWaU-_6qXFuV0nlcxNKoGF1SGwccKvKtsvg6Fu0wdkXjYrGQfGtGH0HR2peGe3cx9xAZBnJs-ax5EnaB_FFD/s1600-h/Titanic_iceberg.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 320px; height: 181px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUfJfiAdtHh2uFMgRnsLsTrL1W4KBDrITRKtIRanHRLxywJ8CCSx5ae_VBQWaU-_6qXFuV0nlcxNKoGF1SGwccKvKtsvg6Fu0wdkXjYrGQfGtGH0HR2peGe3cx9xAZBnJs-ax5EnaB_FFD/s320/Titanic_iceberg.jpg" alt="" id="BLOGGER_PHOTO_ID_5370761465447554098" border="0" /></a>nd hard to see, but I showed it to the students anyway and they were amazed - partly because they didn't realise that cameras even existed in 1912! <a href="http://en.wikipedia.org/wiki/RMS_Titanic">Here</a> is the link to the huge coverage of the Titanic on Wikipedia, and the photo I was talking about is above.<br />Most students wouldn't understand the concept of wikipedia, unless they were participating in their own class wiki and had probably had the connection pointed out to them. For me, realising this connection was a 'light bulb' moment, one that I am sure students would have too. I feel that using Wikipedia as a hook to begin a class wiki would be extremely engaging - they can actually see the end product, on a massive scale. Wilipedia is an excellent starting point for research, the information is quick and easy to find, and it is also easy to see what is and isn't referenced. Numerous links to other Wikipedia pages provide extensive coverage of the one topic, and the simple to use contents area in large topics makes it even easier to navigate.<br />It is imperative to guide your students in the use of Wikipedia, to explain about referencing, how anyone can chage the information, and to begin to get them to understand about plagarism. In saying all this, an ideal wiki task that fits both the engagement theory and Oliver's, would be for each student to start their own wiki page and begin to conduct research, using Wikipedia and other sources, on a topic that fits within their unit. They would need to include references, images and video, and to then give input to their peers' wikis about their chosen topic. My class could have used this idea instead of a power point presentation and an information report on a disaster that they get to choose. This would be much more engaging, and the input from their peers covers the collaborative working component of the engagement theory (Kearsley & Shneiderman, 1999).<br />Overall, Wikipedia is a winner for me - if it's referenced!<br /><br />References:<br />Kearsley, G. & Shneiderman, B. (1999). <span style="font-style: italic;">Engagement Theory: A framework for technology-based teaching and learning.</span> Retrieved July 17, 2009, from<br />http://home.sprynet.com/~gkearsley/engage.htm<input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com2tag:blogger.com,1999:blog-1906012510197685445.post-88506257386844902722009-08-16T20:34:00.002+10:002009-08-16T20:53:15.792+10:00(mah-hah-rah; verb), to think, thinking, thoughtIt has taken me weeks to get to this point of understanding the true use of Mahara and to 'get around' the site. It took a very long time to buffer the clips on how to use Mahara, and I waited ages for my PowerPoint Presentation to upload - I am not looking forward to my movie maker clip.<br />Mahara is a file storage system that also acts as a resume builder, RSS Feeder (like Google Reader), and a social site - similar to Facebook. It took me a long time to get used to the layout and all of the links within links on Facebook - so I guess that I will gradually get to that point with Mahara.<br />So far, I can see that you have a profile about yourself, that you can add personal information like goals to - which makes it a more personal experience. You can add and search for friends and form groups, hence the comparison to Facebook. It provides a large amount of file storage for $5/annum, which can be upgraded for a small fee. You upload your own work (artifacts) and then create a view, based on what you have uploaded. You can then choose to share what you want with your friends - a great source of collaborative teaching! I am part of the CQU Moodle group, we are creating a large; collaborative piece of work, and, it has an authentic focus (our future) - what an excellent way to get us thinking and using the engagement theory without even realising it!<br />Mahara gives the user many options, and as a student, I have slowly begun uploading my 'good' work that I have created for my classes. This gives me a safety deposit box for my creations, and the ability to share them with my friends. As a teacher, Mahara acts in the same way - but I am honestly unsure of how to use this with my students?? Possibly as an e-portfolio of their work? I will have to do more digging and discovery.chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com1tag:blogger.com,1999:blog-1906012510197685445.post-83664699720923118172009-08-16T20:11:00.002+10:002009-08-16T20:26:02.429+10:00YouTubeWe all know about YouTube - we have all used it at some point in time. However, using this tool in the classroom ranges from easy to difficult. There are many factors in using YouTube, these include:<br />- school's internet speed<br />- availability of projectors<br />- availability of computers<br />- teacher time in researching for appropriate material<br />- safety of students<br />In my school, if our entire class logged on to YoTtube and tried to watch a clip each - the internet would probably collapse. I am sure that in other schools, this is not the case, and that would be great, but I have to use this tool on a projector (lucky we have one) and show the entire class at once. The download time is a huge factor, I recently had to give up my lunch break (I'm sure that won't be the last time!) just to make sure a 47 second YouTube clip was ready for the class. It takes time for a teacher to find material, which I am sure that some teachers' don't have. Of course though, the number one factor with YouTube is safety. YouTube is a site that anyone can put clips onto, and these can then be seen by anyone - including our students. It would be an excellent idea to send your class home with homework to find a clip on this site that relates to the current unit and share it with the class. But - you have no idea what they may stumble on in their search - a truly engaging task. TeacherTube provides more safety, but I personally am still apprehensive about even this. <br />I recently used the following clip to 'hook' my students into a topic on earthquakes. Pardon the corny music, but they loved it! I embedded this hyperlink into the power point, and will definitely use it in the future. The engaging nature of YouTube makes this a great tool, but it is a rather large minefield, that I am sure will not be accessible through school networks for much longer. This is where programs like keepvid come in handy to download and save clips from home and use them in the classroom - a much safer option.<br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/4Y-62Ti5_6s&hl=en&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/4Y-62Ti5_6s&hl=en&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-2382219722578579232009-08-01T20:50:00.007+10:002009-08-16T16:43:39.458+10:00Earthquake QuizI have just finishing designing my quiz, which I would have loved to use on the students last week as a summative assessment piece for earthquake week. Unfortunately they have already moved onto Volcanoes! Classmaster is an excellent site, it was extremely easy to use, and fast too - time is of the essence! There are multiple ways of choosing responses for your students, ranging from the standard multiple choice, through to essay style and punctuation. I must admit, I thought the quiz site would just allow for multiple choice, so I thought that this range offers much more in choice and framing of questions. You can actually achieve higher order thinking! I liked that fact that your account can also be upgraded to allow for extras like feedback given when answers are entered. Classmaster also allows for various settings when assigning a test, such as going back after answering a question, a pass mark percentage and even a personalised note when the student passes or fails.<br />We all know and love Google, so they have also included a Google search engine for when you are writing your tests - just to make sure you have the correct answer! You can also add images to your questions, which provide a visual clue for learners who like this form of stimulus.<br />Oliver's learning design theory is about combining tasks, resources and supports, to create learning among students (Australian Universities Teaching Committee, 2000). Creating an online quiz is an excellent way to scaffold learning, either as formative or summative assessment. In the context I would have used it in, my PowerPoint presentation would have provided the resources, the quiz was the task, and both myself and the web links were the support.<br />The only down side to the site that I could see on my first (but not last!) superficial visit, was that the instructions on the home page are not clear enough. For 'digital immigrants' this can lead to problems, as they would have no idea where to go to get to the next step. So for those of you who have yet to visit, read the instructions, then 'have a play' - you will find where you need to go!<br />Here is the URL to my quiz - see what score you can get!<br /><a href="http://www.classmarker.com/embedded_quizzes/?quiz=ffe2df19411d5e62851b10240463e2f5">Earthquake Quiz</a><br />References:<br />Australian Universities Teaching Committee. (2000). <span style="font-style: italic;">Learning Design - The Project.</span> Retrieved August 1, 2009, from<br /><a href="www.learningdesigns.uow.edu.au/project/learn_design.htm">www.learningdesigns.uow.edu.au/project/learn_design.htm</a><br /><a href="http://www.learningdesigns.uow.edu.au/project/learn_design.htm%20"></a><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com2tag:blogger.com,1999:blog-1906012510197685445.post-91741324897763285752009-08-01T13:14:00.003+10:002009-08-01T13:17:47.045+10:00Picnik<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh52VJ3FFHeqXmxkG5f4bdndZSVc2EYF5Y7qK096xWdPw1e2nb1wt5T-qR2TKM68A9wyt3iCTbk2rs42zbmmuzaBk2093oHLb2XQJWh2x7mX6SNrxBMFc9hahyphenhyphenc7_jrCgqJC0sWS6ar3m12/s1600-h/Amail.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 320px; height: 162px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh52VJ3FFHeqXmxkG5f4bdndZSVc2EYF5Y7qK096xWdPw1e2nb1wt5T-qR2TKM68A9wyt3iCTbk2rs42zbmmuzaBk2093oHLb2XQJWh2x7mX6SNrxBMFc9hahyphenhyphenc7_jrCgqJC0sWS6ar3m12/s320/Amail.jpg" alt="" id="BLOGGER_PHOTO_ID_5364828756531404114" border="0" /></a>Another photo that I created using picnik, this is of Amali when she was about 4 weeks old, asleep on the couch.<br />I adjusted the shadows and colour, as well as giving it a 'soft' effect and changing the border and background colour. I like how you can put text on the photos, there are many to choose from, but even more if you upgrade the account.<br /><br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com2tag:blogger.com,1999:blog-1906012510197685445.post-62289293180202585772009-07-30T21:14:00.001+10:002009-07-30T21:14:47.907+10:00Watermellon Fiend<div style="float: right; margin-left: 10px; margin-bottom: 10px;"><a href="http://www.flickr.com/photos/40946060@N07/3771173585/" title="photo sharing"><img src="http://farm3.static.flickr.com/2531/3771173585_1266b6795f_m.jpg" alt="" style="border: solid 2px #000000;" /></a><br /><span style="font-size: 0.9em; margin-top: 0px;"><a href="http://www.flickr.com/photos/40946060@N07/3771173585/">Watermellon Fiend</a><br />Originally uploaded by <a href="http://www.flickr.com/people/40946060@N07/">chenoa b</a></span></div>I had a play around with this picture in Flickr, mainly cropping it and adjusting the colours and highlights. Jordan's hair sure does look red in this photo! I was changing Amali's nappy and came back into the lounge room and he had taken the entire watermelon from the fridge and was ploughing into it!<br />I have just realised that I have blogged flickr and picnik around the wrong way - however, I think that I like the picnik layout better. It seems less busy and crowded, even though they seem to use the same system. I am not quite sure how that works though!<br clear="all" />chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com2tag:blogger.com,1999:blog-1906012510197685445.post-38849206780495596202009-07-30T20:54:00.003+10:002009-07-30T21:05:02.744+10:00Pretty as a Picnik<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwozT_8LiCSxuKFOesqxjPZ2PRGtaO7-oDOuWpYVqEgLYPMidbwpFrR0vUbkLtUs70mW4k-4HAKUXQTbuA8b5Vb-K99dYl6P42puQkHEB_95NWwX8ky_DvrCDcSFSEfnawj6TB0w8mnqjo/s1600-h/earthquakes+.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 277px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwozT_8LiCSxuKFOesqxjPZ2PRGtaO7-oDOuWpYVqEgLYPMidbwpFrR0vUbkLtUs70mW4k-4HAKUXQTbuA8b5Vb-K99dYl6P42puQkHEB_95NWwX8ky_DvrCDcSFSEfnawj6TB0w8mnqjo/s320/earthquakes+.jpg" alt="" id="BLOGGER_PHOTO_ID_5364205520317116002" border="0" /></a><br />I thoroughly enjoyed playing around with the <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Picnik</span> site. The tools are simple and easy to use, especially the way that the program shows you what it is doing with your photo as you manipulate it. My class is doing a unit on natural disasters, so I chose a photo that had a large, long crack line in it, possibly from an earthquake.<br />To use this program in class, I could ask them to find a photo of a natural disaster, manipulate it, put it in the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">Polaroid</span> frame like the one to the left, and produce an information report on what happened in the photo.<br />The students could be enrolled as geologists who then need to present their findings to their peers.<br />This type of task could cross many KLA's, including Art, English, ICT's and Science.<span class="blsp-spelling-error" id="SPELLING_ERROR_2"></span><br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com1tag:blogger.com,1999:blog-1906012510197685445.post-10380008045069767912009-07-30T20:11:00.002+10:002009-07-30T20:25:39.298+10:00WebQuest Questathon!I have had the chance to make two webquests in my short time at uni, and even though they are not aswonderful as the pro's, I am extremely proud of them. The time and effort that goes into creating one of these is huge.<br />However, when compared to a unit of work that HOC's and teachers design - is it really that much more work? Personally, I do not think so. The beginning of the 'old' way of devising a unit of work is fairly much the same as designing a webquest - outcomes, focus question, research, activities that meet the outcomes, designing worksheets and then delivering the unit. All but one part of this is similar - the engagement. We know that we now educate digital natives who are computer savvy, but that doesn't mean they are instantly engaged because there are computers involved.<br />Webquests need to engage the students from the word GO, so that they are focused and determined to get through the quest, to most importantly of all - the authentic destination. Allowing students to go out on the world wide web - even with the safety restrictions of the school intranet - is dangerous in itself. This type of 'webquest' is not a true webquest at all. Teachers need to find and research sites, then provide searching activities through questions and tasks that engage the student in higher order thinking. This is the type of thinking that out students need to do, thinking that enables them to look outside the square and deepen their knowledge of topics. True webquests do this.<br />I believe that the time and effort that go into creating these are worth every minute. Plus - they're always there for next year.....chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com1tag:blogger.com,1999:blog-1906012510197685445.post-71290024672088056692009-07-30T19:03:00.003+10:002009-07-30T19:24:17.097+10:00Earthquake PowerpointWhen thinking about PowerPoint, one usually thinks about slide after slide after slide. It doesn't have to be that way!! Using PowerPoint in the classroom is an excellent way to use technology, that is as simple as you want it to be, or as complex as you want it to be. PowerPoint provides a way to deliver content that is not a worksheet or hand written notes on the blackboard. Students can take notes from it, watch it, listen to it and enjoy it!
<br />In a recent PowerPoint presentation that I used in the classroom, I embedded hyperlinks to almost every page, to make it more like a mini webquest for the students. I added sound for the first time - a large 'BOOM' at the beginning (the unit is on earthquakes), to 'wake' the students up - and it worked - they were hooked.
<br />One of the students' assessment pieces for this unit is to create their own PowerPoint on a natural disaster of their choice. Since they were not too familiar with PowerPoint, I modeled one for them, using animation entrances and exits as well. This allowed for their "learning to take place in an authentic context" (Kearsley & Shneiderman, 1999, p.1), which deepened their knowledge on the subject.
<br />One of the other students enrolled in this course gave me the wonderful idea of allowing the students to work through PowerPoint by themselves, with a small amount of instruction from the learning manager. I had never thought to use this application in this way, and I can't wait to try it out on my students.
<br />I have also just inserted a windows movie maker file into a PowerPoint for the first time, which I am extremely proud of and happy with the result. I feel that PowerPoint is an excellent tool for students to view as a delivery method, and to learn and create for their assignments. Its versatility and simplicity makes it an easy choice for me.
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<br />References:
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mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal" style="line-height: normal; font-family: lucida grande;"><span style="font-size:78%;"><span style="font-size: 13.5pt;">Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: <i>A framework for technology-based teaching and learning.</i> Retrieved July 17, 2009, from<o:p></o:p></span></span></p> <span style="font-family: lucida grande;font-size:78%;" ><span style="font-size: 13.5pt; line-height: 115%;"><a href="http://home.sprynet.com/%7Egkearsley/engage.htm">http://home.sprynet.com/~gkearsley/engage.htm</a></span>
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<br />chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com3tag:blogger.com,1999:blog-1906012510197685445.post-40436296322525137192009-07-30T19:01:00.003+10:002009-08-16T16:50:49.740+10:00More AvatarsHi All,<br />Here is a link to another blog site that I have created some avatars for, using the SitePal characters.<br />http://nationalninenews.blogspot.com/<br />These are for our Ensuring Student Success presentation, in relation to the NAPLAN testing system.<br />Chenoa<br />Update: This site has been closed due to the SitePal 15 day trial ending.<br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-6664363092930450752009-07-27T20:12:00.002+10:002009-07-27T20:32:09.672+10:00WIKIsI now have an understanding of what a WIKI is, but I am still confused as to what to really use it for in the classroom. I find WIKI's busy and confusing, with too many tabs and options, like a large overcoat with too many pockets. Personally, I find using Google Docs much easier and user friendly. The one difference that I can see is that you can upload personal effects like pictures and videos to a WIKI.<br />However, in saying this, they fit into the Engagement Theory perfectly as they are "providing an authentic setting for learning" (Kearsley & Shneiderman, 1999). WIKI's are a magnet for collaborative learning, with many people having access to it and contributing to it. "A Wiki is a powerful tool for constructivist learning environments because it facilitates collaboration" (Notari, 2006). <br />They are, naturally, project based, and can then be used to create a project on top of their natural function. An example of this could be a class trip to Parliament House. In the lead up to the trip, the teacher could put information and links there for both parents and students, even a 'what to bring' list. During the trip, photos and videos could be taken and then uploaded as a way of showing parents and reflecting on the trip. In the aftermath of the trip, students could be asked to write a report on Parliament House and place it there, again as a way to show parents and the wider community. <br />However, there is one part in all of this that bothers me - internet safety. A WIKI is exactly that - a tool that anyone can access to create data, and change that same data. I would be worried that cyber bullying could occur through WIKI's, and there are also the ethical considerations as well. I like the ease and privacy of Google Docs, so I am sticking to it.<br /><br />References:<br />- Kearsley, G. & Shneiderman, B. (1999), <span style="font-style:italic;">The Engagement Theory.</span> Retrieved July 13, 2009, from <br />http://home.sprynet.com/~gkearsley/engage.htm<br />- Notari, M. (2007). <span style="font-style:italic;">How to use a Wiki in education.</span> Retrieved July 27, 2009, from<br />http://portal.acm.org/citation.cfm?id=1149453.1149479chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com1tag:blogger.com,1999:blog-1906012510197685445.post-44726059524534759772009-07-27T19:46:00.002+10:002009-07-27T20:08:19.279+10:00AvatarsI can honestly say that I have taken Avatars and run with them! I think this an amazing tool to use in the classroom, it is fast, simple and effective. I wanted to use these to deliver a lesson on earthquakes and my mentor teachers were also trying to teach their students how to take notes. I decided to use the avatars to give them short bursts of information throughout my power point presentation. This broke the presentation up and gave the students something new to look at. <br />However, the Voki site avatars did not allow for more than about 40 seconds worth of information, so I signed up for the 15 day free trial with SitePal. I now have access to hundreds of avatars, options and voices using this free trial. I began creating my four characters, but could not figure out why they weren't saving. After literally an hour, and reading through the help sections, I found that you need to hit save twice, once in the voice option, and once at the end. Finally I had my avatars ready to go, but then I realised that you can't put them on a power point presentation, so, being the 'blog specialist' that I now am, I created another blog, especially for this lesson. <br />Avatars can be created to relate to any audience, and they are an effective engagement tool because "they provide the human element to online teaching" (Classrooms Without Walls, 2007). I am asking my year four students to take notes from my avatars, then, in groups, create their own avatar to report back to me about what they learnt. The students can then donate this to the world wide web my embedding them onto the blog I created specially for them. When students upload a project onto the world wide web, they realise that anyone is going to be able to see their work, not just the teacher, so they try their hardest to do their best work (Smith, 2008). Avatars provide an excellent way to engage students in their work and ICT's, an they can be used for just about any KLA there is.<br /><br />References:<br />- Classrooms Without Walls, (2007). <span style="font-style:italic;">Avatars and Education </span>. Retrieved July 27, 2009, from <br />http://acohen843.wordpress.com/2007/11/11/avatars-and-education/<br />- Smith, B. (2008). <span style="font-style:italic;"> Transparent Learning: Avatars.</span> Retrieved July 27, 2009, from<br />http://transparentlearning.blogspot.com/2008/08/avatars.html<br /><br /><span style="font-weight:bold;">Here is the link to my earthquake blog with the four avatars I created:</span><br />http://earthquakesyearfour.blogspot.com/chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com4tag:blogger.com,1999:blog-1906012510197685445.post-67790763060134072932009-07-20T15:22:00.002+10:002009-07-20T15:26:26.449+10:00Well - that worked! I have never embedded anything before and I wasn't sure to delete what came up when I clicked the 'edit html' box, but I decided to leave it there and see what happened. I just pasted my code in and clicked on post, and there it was! <br />I am not sure if there are other sites that have better characters or voices on them, but voki.com would only allow me to type a small amount of text into the box, unlike Scott's avatars on Moodle. Does anyone know how to solve this? <br />Next time...the 'real' avatar!chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-58778603021108685692009-07-20T15:19:00.000+10:002009-07-20T15:20:30.574+10:00<input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div><br /><script language="JavaScript" type="text/javascript" src="http://vhss-d.oddcast.com/voki_embed_functions.php"></script><script language="JavaScript" type="text/javascript">AC_Voki_Embed(200,267,"12374f947cbf4b573b3fc56e898a9847",1602071, 1, "", 0);</script><BR><a href="http://www.voki.com/"><b>Get a Voki now!</b></a><BR><BR>chenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0tag:blogger.com,1999:blog-1906012510197685445.post-54140792364773168522009-07-20T13:00:00.006+10:002009-07-25T21:57:13.746+10:00e-Learning = engagement theoryAfter reading through the engagement theory reading, I was quite suprised when I realised that the Managing eLearning course IS actually the engagement theory! This theory is all about engaging students through collaborative learning and authentic tasks that have authentic uses. Let me explain my theory:<br /><br />So far the discussions that I have been having, or those that I have been reading through have opened my learning up and allowed me to have a wider view on topics, and without the elearning tools we are using - blogs and Moodle - this would not have been possible. Lecturers have a large amount of information to be heard/work through each lecture, and a large amount of students (Noosa has about 50-60), so very little time is available for questions. The forums, posts and comments allow students to "work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives" (Kearsley & Shneiderman, 1999, p. 1). This is the <span style="font-style: italic;">Relate</span> principle of the engagement theory that the authors describe.<br /><br />Task 2 of this course asks us to establish our professional elearing portfolio using Mahara, which allows us (to the best of my knowledge) to upload any type of document, elearning tools or activities that we can then use in the classroom, thus creating a project. This is the <span style="font-style: italic;">create</span> principle of this theory where we are focussing our efforts on "application of ideas to a specific context" - the course profile and criteria sheets (Kearsley & Shneiderman, 1999, p. 1).<br /><br />The final principle of the engagement theory comes into play throughout the rest of our course and possibly the rest of our careers. <span style="font-style: italic;">Donate </span>is about handing this creation over to someone or using it for a purpose. We are firstly handing this task over to ourselves as a way to merge all our elearning ideas and our portfolio, then we are handing it over to our potential employers - schools, and finally we are handing it over to our future students; by giving them these activities to learn from and possibly sites like Mahara so that they too can <span style="font-style: italic;">relate, create and donate</span> their ideas to others.<br /><input id="gwProxy" type="hidden"><!--Session data--><input onclick="jsCall();" id="jsProxy" type="hidden"><div id="refHTML"></div><br /><br />References:<br />Kearsley, G. & Shneiderman, B. (1999). <span style="font-style: italic;">The Engagement Theory.<span style="font-style: italic;"> </span></span><span><span>Retrieved 17th July, 2009, from</span></span><span style="font-style: italic;"><span style="font-style: italic;"><br /></span></span>http://home.sprynet.com/~gkearsley/engage.htmchenoahttp://www.blogger.com/profile/05694663436272041284noreply@blogger.com0