ICT’s for learning design is a journey, which really for me didn’t collate until I stepped into the modern learning environment. I mean I could read the readings, attend the classes and express an opinion on the subject matter but the real correlation between subject matter and practical application took till about week 5. I’d hear tens times a week about the benefits of an IWB, the amazing ways these ICT programs we were being shown could be used within the LE and how ownership becomes such a big thing for learners through engagement theory (1). But until I saw it and understood it, I couldn’t believe it, but now I’m a convert although my handwriting on the IWB leaves a little to be desired.
This journey has been challenging from the start with the focus on student centred learning(2) taxing my own beliefs on my education and my strident defence of my teachers and their methodologies. Something which fostered for me a greater understanding and purpose was said by Scott Aldred(3)
‘for some students, they’ll excel no matter how you teach but for most, to excel they need the stimulation, the imagination and the focus; which student centred learning encourages in our teachers’.
In confronting my own education experiences, the activities associated with Dale’s cone(4), and Maslow’s pyramid(5) A cone, a pyramid and some really strong memories, were great comfort along with the contributions of others to the learning forum and I followed this up with my blog. The other learning devices taught me a lot about my learning styles, and sometimes its obvious contradictions. This assisted me to find ways to best learn and my natural bias. Although I never found the answer to how to insert an extra hour in the day, somewhere between 9 am and 10 am would be nice. I’m most productive in the mornings.
The learning engagement model (6) with its clear causal link between; relate, create and donate has within my own learning environment produced high level thinking, a deeper level of commitment to task and behaviour and generally improved learners outcomes. Thus demonstrating how far the modern classroom has come from chalk & talk, although my blog on Does/Should/Would examination effect teaching styl... clearly challenges the expectation that learners are solely taught that way or that today’s teachers are 100% convinced of it’s effectiveness.
The dimensions of learning (7) as a framework has been very beneficial, especially now within the context of writing learning experience plans (LEP’s). In my DoL - In practice makes perfect blog post I discussed this and took the opportunity offered for some real life reflection of those practices within the LE. The 8 Learning Management Questions(8) are another tool which makes the process of developing LEP’s easier, and makes you think just that little bit more about what we’re really trying to achieve broadly and its outcomes.
Discussing the ICT platforms; in the broadest sense my posts including ICT's struggle, failures and lessons. The World Wide Web & sorting the good, the bad and... and Cross Matching - A world of choice, a web of distr...outline my misconceptions about my use and the some perceived difficulties in using ICT in the classroom. Although it’s hasn’t been my experience yet to produce a fantastic LEP based on ICT’s to then arrive at school and have significant electrical problems.
My other posts The Interactive White Board , Mapping Skills - descriptive language and high fre... , Ellie on her Bike - Flickr, Mahara E Portfolio, Youtube- Balloon Animals, 'Voki to teach my class - how extraordinary' and An Avatar in Education hopefully reflect more fully my learning experiences, practical trials and theoretical conceptualisation of what’s possible and what I have/want to do with these technologies.
For purely superficial reasons of comfort in operation, I like the use of PowerPoint, blogger and the interactive white board. All the technologies are usable but when you feel less certain/comfortable it’s very hard to retain the interest and attention of 25 learners while your figure it out, and it can become very time intensive as a preparatory exercise if you do struggle and become intimidated by it’s functions. ICT’s are too improved the LE not reduce it, through inefficiencies.
To overcome such problems I envisage undertaking practise and professional development activities during the holidays before I start doing UOW planning, giving me the time to learn and enjoy rather then rush and wobble. Meaning I’ll be able to share the positive experience rather then the nervous with my class.
In terms of communication, I’ve found the courseware and the wider web quiet overwhelming. I’ve enjoyed my blog with it’s ability to follow individuals, and the use of Google reader as described previously in The World Wide Web & sorting the good, the bad and the un-necessary has assisted in limiting the refuse produced, but still there is so much content and so many worthy interactions I’ve failed to engage in both with fellow learners and lecturers. I initially tried to ensure I didn’t post on first view of something, as I felt it was often producing an emotional rather then superior logical response, but this really meant by the time I was ready, the argument had shifted. There are at least three posts where I’m simply agreeing with the previous participants, not high level thinking by any means. Ultimately this reduced the quality of my contribution, yet of oral debates there was many and they were often quiet substantive. It’s almost a quasi-technophobic response.
From week two I recognised within myself a necessity for further face to face contact especially in thinking about the technologies and their uses within broader curriculum contexts. Our study group has fostered supportive learning practices, promoted positive peer teaching models and helped me at least become more skilled in observation and review. To those fine people, I offer my sincerest thanks. Professional discourse and the ability to confidently engage in such discussion is so important to building strong links within the learning community.
ICT’s are all about enhancing the learning experience and achieving efficiencies. For practical purposes, I can’t argue enough that any platform can be a negative one if used outside the bounds of the student centred model of thinking. Educators can have personal favourites and skill sets which do influence their considerations but the impact on the learners is by far the greatest when learners influence the direction and platform. Efficiencies through ICT can only be achieved by all participations placing a positive value on its achievement. Anything else it’s could well just be chalk & talk.
(1) Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from 28 March, 2010 from http://e-courses.cqu.edu.au/.
(2) Student Centred Learning
(3) Personal Communication: Scott Aldred
(4) Active Learning Online http://www.acu.edu/cte/activelearning/whyuseal2.htm
(5) Kunc, K. (1992) The Need to Belong: Rediscovering Maslow’s Heirarchy of Needs. http://www.normemma.com/armaslow.htm
(6) Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from 28 March, 2010 from http://e-courses.cqu.edu.au/.
(7) Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.
(8) The Learning Design Process
http://eschool.cdu.edu.au/downloads/The%20Learning%20Design%20Process%2017%2011%2006.doc
Friday, April 30, 2010
Thursday, April 29, 2010
Ellie on her Bike - Flickr
If ellie can ride her bike around the zoo, I should be able to blog this right???
Praise the lord, it's here now. Flickr is amazing and I've really enjoyed the opportunity to sift through the works of so many artists. But this would also be the challenge facing my learners. I imagine for class excursions and camps, this would be the way to go for access and distribution (with very strict access of course) and could be use as a visual tool in seeking images. I spent a good ten minutes looking at pictures from the west wing of the White House - US Politics anyone?
A hauntingly beautiful place to work
Mapping Skills - descriptive language and high frequence terms
This Powerpoint was designed for a year one environment to meet a LE focus on mapping and giving description. It is an introductory powerpoint which allows learners to use the action keys to offer a self directed journey towards the treasure.
The diversity of use for powerpoint within the LE and LE community is undescribable. Need to learn a new song as a class, a quick powerpoint with the lyrics and a fast teacher on the mouse. Or having a parent teacher night, show off your facing work through a powerpoint of activities and results.
Having used powerpoint previously I'm much more comfortable in it's use and the opportunities it expressed. This is but a minor demonstration of a unique capability, which I thought many others may not notice with the intial rush for the bells and whistles of sequences, and slide transitions.
Nigel
The treasure hunt
View more presentations or Upload your own.
The diversity of use for powerpoint within the LE and LE community is undescribable. Need to learn a new song as a class, a quick powerpoint with the lyrics and a fast teacher on the mouse. Or having a parent teacher night, show off your facing work through a powerpoint of activities and results.
Having used powerpoint previously I'm much more comfortable in it's use and the opportunities it expressed. This is but a minor demonstration of a unique capability, which I thought many others may not notice with the intial rush for the bells and whistles of sequences, and slide transitions.
Nigel
Wednesday, April 28, 2010
Mahara E Portfolio
I was incredibly suspicious of this tool, when it was first demonstrated in orientation week. (Looking back this seems to be quiet a habit). But having come to grips with it, I can see the value and opportunity presented both for professional display i.e. work portfolio, a rather fancy resume tool and within the classroom. i.e. Scott's story telling journal from his sailing trip.
This can be rather time intensive yet is very worth while when you've got it, and I imagine would require quiet abit of direct supervision, at least during the introductory stage.
In conversation with a former GDLT student ( now a fine educator :), she spoke of her first experience investing her school with this ICT. Their intended use was for year level curriculum source databases. LM put up work samples and intended to share worksheets etc for UOW.
For them it was a way of formalising their existing cooperation (they'd often swap sheets at lunches, over the photocopier etc). But this also let future teachers, sub teachers and the administration see what they were doing clearly.
Ultimately they struggled to maintain the momentum for it's use when a changes in staffing resulted in half of the cohort teachers, moving on and new teachers unconvinced by it's value arriving. But she still carry's the flag (metaphorically) hoping for a chance to do so again in the future.
I thought this example was both an interesting look at practical use within the LE. I also thought it demonstrated the challenge fairly well of what Scott often talked about re: LM and tech v teachers & chalk
I really like the idea of the curriculum view, although wonder if it would have been as easy on Wiki if I was capable of using it.
This can be rather time intensive yet is very worth while when you've got it, and I imagine would require quiet abit of direct supervision, at least during the introductory stage.
In conversation with a former GDLT student ( now a fine educator :), she spoke of her first experience investing her school with this ICT. Their intended use was for year level curriculum source databases. LM put up work samples and intended to share worksheets etc for UOW.
For them it was a way of formalising their existing cooperation (they'd often swap sheets at lunches, over the photocopier etc). But this also let future teachers, sub teachers and the administration see what they were doing clearly.
Ultimately they struggled to maintain the momentum for it's use when a changes in staffing resulted in half of the cohort teachers, moving on and new teachers unconvinced by it's value arriving. But she still carry's the flag (metaphorically) hoping for a chance to do so again in the future.
I thought this example was both an interesting look at practical use within the LE. I also thought it demonstrated the challenge fairly well of what Scott often talked about re: LM and tech v teachers & chalk
I really like the idea of the curriculum view, although wonder if it would have been as easy on Wiki if I was capable of using it.
Tuesday, April 27, 2010
The Interactive White Board
Until recently while acknowledging the role ICT could play in the classroom, I was also very very sceptical about this tool known as an IWB.
But the learners love it, I've never found something which so quickly and lead them from a path of distraction and individual pursuit to a steady focus and actual positive learning experiences.
Our class of grade ones has quiet a diverse range of both personalities and learning types, which is hindered by a very broad education standard which the students come from. On their best day it's beautiful but on a slightly agitated day, it can be very hard to engage them and to calm them after activities such as morning play or second lunch, or music, or sport or assembly :)
The IWB can do this and so much more...
But the learners love it, I've never found something which so quickly and lead them from a path of distraction and individual pursuit to a steady focus and actual positive learning experiences.
Our class of grade ones has quiet a diverse range of both personalities and learning types, which is hindered by a very broad education standard which the students come from. On their best day it's beautiful but on a slightly agitated day, it can be very hard to engage them and to calm them after activities such as morning play or second lunch, or music, or sport or assembly :)
The IWB can do this and so much more...
Monday, April 26, 2010
DoL - In practice makes perfect
The Dol makes so much more sense now I'm in the LE. Every action my MT is taking could be classified under one of these headings. The theory was always very positive but lacked purpose in my thinking. Seemed like definition for definitions sake. Something I find quite horrid. Having now personally seen it and implemented it within my LEP's etc I can see the instinct value.
Attitudes & Perceptions
' If you can make the ordinal numbers fun, with the kids knowing someone will always come third/last, you can teach'
My first LEP was for ordinal numbers, this seems to be an attitude switch right? unless you are 1st and the winner. Initially we started with races, and how they all end up on the podium, but when we went to physically practice our ordinal numbers, we used our standard form two line at the classroom door, and then made it like bingo with each pair carrying a sign with the ordinal number and word. Then we ask them to get into order but only three numbers in each set, then four pairs, and finally as a whole class. In this every learner was engaged and had fun and when it finally came to a first and a last. It didn't really matter, because at least 12 other learners had already been in last place.
Acquire & Integrate Knowledge
Ken Purnell always talks about building knowledge strands within the brain, and that integrating knowledge makes this process easier, faster and has a better long term retention.
My MT reiterates her key learning objectives at least three times each week. This is normal done each day through our writing and reading hours, and again towards the end of the day in a quasi-practical way .i.e hoping to our desk saying the days of the week, playing patty cake saying the months of the year.
Extend & Refine Knowledge
This is probably the hardest task in the dol, as learners remember different things and at different stages. The awkward position of doing a formative check by asking an verbal question to remind of our previous lesson and then finding out it went in one ear and out the other for some students. Means extension and refining knowledge has to be done in a much more self-paced way for learners. I.E. During literacy rotations opportunities for learners to go further, but still have work for those who need that primary knowledge experience.
Using Knowledge Meaningfully
Relate, Create, Share
Scott, so many times has repeated, repeated, repeated this and every time it's become more true. For myself it's in the practical application, that so much of the theory which I found hanging out there on my semi-conscious is starting to draw together. For my learners, it is true too.
Where they struggle to retain attention and focus on a writing lesson tiled I love my mum because, without being given any context. The next day given the harder task of sitting on the floor while individual learners read out their bits in preparation for our mothers day concert, or finishing the publish copy of writing. They were faster, neater and more active, because they were told it was for a concert they would be doing next week for their mums.
Habits of Mind
In grade one we've a big focus on these as, we're training learners to meet expectations within the learning environment. From prep learning through play to the transition year one. Is a big step for many young learners. It's often we dont remember being taught the most basic habits of mind nor do we remember why we do them, we just know we should. These learners dont think that way, and it's a challenge everyday to reflect on why we do it in giving reasonable answers to their questions. i.e why do we let girls go first? isn't this non-gender biased society
Cheers
Nigel
Attitudes & Perceptions
' If you can make the ordinal numbers fun, with the kids knowing someone will always come third/last, you can teach'
My first LEP was for ordinal numbers, this seems to be an attitude switch right? unless you are 1st and the winner. Initially we started with races, and how they all end up on the podium, but when we went to physically practice our ordinal numbers, we used our standard form two line at the classroom door, and then made it like bingo with each pair carrying a sign with the ordinal number and word. Then we ask them to get into order but only three numbers in each set, then four pairs, and finally as a whole class. In this every learner was engaged and had fun and when it finally came to a first and a last. It didn't really matter, because at least 12 other learners had already been in last place.
Acquire & Integrate Knowledge
Ken Purnell always talks about building knowledge strands within the brain, and that integrating knowledge makes this process easier, faster and has a better long term retention.
My MT reiterates her key learning objectives at least three times each week. This is normal done each day through our writing and reading hours, and again towards the end of the day in a quasi-practical way .i.e hoping to our desk saying the days of the week, playing patty cake saying the months of the year.
Extend & Refine Knowledge
This is probably the hardest task in the dol, as learners remember different things and at different stages. The awkward position of doing a formative check by asking an verbal question to remind of our previous lesson and then finding out it went in one ear and out the other for some students. Means extension and refining knowledge has to be done in a much more self-paced way for learners. I.E. During literacy rotations opportunities for learners to go further, but still have work for those who need that primary knowledge experience.
Using Knowledge Meaningfully
Relate, Create, Share
Scott, so many times has repeated, repeated, repeated this and every time it's become more true. For myself it's in the practical application, that so much of the theory which I found hanging out there on my semi-conscious is starting to draw together. For my learners, it is true too.
Where they struggle to retain attention and focus on a writing lesson tiled I love my mum because, without being given any context. The next day given the harder task of sitting on the floor while individual learners read out their bits in preparation for our mothers day concert, or finishing the publish copy of writing. They were faster, neater and more active, because they were told it was for a concert they would be doing next week for their mums.
Habits of Mind
In grade one we've a big focus on these as, we're training learners to meet expectations within the learning environment. From prep learning through play to the transition year one. Is a big step for many young learners. It's often we dont remember being taught the most basic habits of mind nor do we remember why we do them, we just know we should. These learners dont think that way, and it's a challenge everyday to reflect on why we do it in giving reasonable answers to their questions. i.e why do we let girls go first? isn't this non-gender biased society
Cheers
Nigel
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