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
Saturday, April 24, 2010
Youtube- Balloon Animals
This clip is produced by one of my favourite youtube presenters. Charlieissocool
His done a range of things including how to be english, how to understand teenage boys and is very up to date with a broad range of tech including twitter.
This I thought was a practical demonstration, others include how to tie a tie (I always forget).
Within the classroom, highschool SOSE classes can find lots of videos on current events, and our immediate past history. There is actually a great site for US Presidential tv advertisments going back beyond Kennedy.
Cheers
Nigel
Wednesday, April 21, 2010
'Voki to teach my class - how extraordinary'
Last week in year one, this was exactly the thought expressed by my mentor teacher (MT).
We've began learning about mapping and more specifically oral and written directions. As an activity for our numeracy rotations, I organised a couple of voki to give instructions. ie
We walked around the forest before stopping at the bridge
The lake was not deep so we walk through it
At the mountain we turned left
To place in context, learners were given a map of an island, which included a variety of locations, the lake, the cave, the volcano, the bridge, the forest etc. In groups of four or five, (rotation groups) they took turns to use the IWB and click on the voki's to get the next instruction, and then replicated the instruction on their maps.
Achievement was determined from their final placement on the map. If they mistook a step, they were offered the chance to go back and retrace. (the advantage of individual learning and technology)
The voki were interactive in that each child had the chance atleast once to click on the next voki and lead their group in determining where the voki said to go. This created a real enthusiasm to progress, as everyone wanted not only one go but as many as possible. :)
Another idea I've floated is for story time, but I'm still determining if voki are the best ICT, am thinking a PowerPoint were you pick the direction of the story using the action buttons. Allowing learners to take ownership and really create their own story within a formulated use of the platform.
I've considered using voki within other contexts such as conversation starters, see George W Bush, but find the limited speech an issue, although I recognise it can be overcome through alternate solutions. Would be interesting to see a modern history unit of work which Incorporated narratives drawn from some of the key actors, or just a voki which directed students between activities to formulate assessment.
Any thoughts?
Nigel
We've began learning about mapping and more specifically oral and written directions. As an activity for our numeracy rotations, I organised a couple of voki to give instructions. ie
We walked around the forest before stopping at the bridge
The lake was not deep so we walk through it
At the mountain we turned left
To place in context, learners were given a map of an island, which included a variety of locations, the lake, the cave, the volcano, the bridge, the forest etc. In groups of four or five, (rotation groups) they took turns to use the IWB and click on the voki's to get the next instruction, and then replicated the instruction on their maps.
Achievement was determined from their final placement on the map. If they mistook a step, they were offered the chance to go back and retrace. (the advantage of individual learning and technology)
The voki were interactive in that each child had the chance atleast once to click on the next voki and lead their group in determining where the voki said to go. This created a real enthusiasm to progress, as everyone wanted not only one go but as many as possible. :)
Another idea I've floated is for story time, but I'm still determining if voki are the best ICT, am thinking a PowerPoint were you pick the direction of the story using the action buttons. Allowing learners to take ownership and really create their own story within a formulated use of the platform.
I've considered using voki within other contexts such as conversation starters, see George W Bush, but find the limited speech an issue, although I recognise it can be overcome through alternate solutions. Would be interesting to see a modern history unit of work which Incorporated narratives drawn from some of the key actors, or just a voki which directed students between activities to formulate assessment.
Any thoughts?
Nigel
Tuesday, April 20, 2010
The World Wide Web & sorting the good, the bad and the un-necessary
20-04-2010
As part of our studies we're encouraged to follow blogs, engage through online journals, and follow fellow educators and fellow learners on their journeys. Now for anyone who has use of the Internet, it's easy to see how it can become a quagmire of individuals, pop up boxes, and sometimes little bits of gold
ICT for Learning Design advocated the use of google reader as a way to collect these bits of gold and then have the ability to review updates without facing the entirety of the www.
This has been positive in three ways,
1) the program is relatively easy to use and access
2) google reader can assist in cross platform actions, ie when I wanted to copy a said text from my reader, to my private blog, the feed button made the process simpler.
3) the sorting, and change settings allows you to reevaluate your priorities and what you need/should read as opposed to whats available
A thought for inclusion in the classroom, is for a journalism unit in literacy. If learners were producing regular blog posts, this program could allow me to view the 25 with less hassle.
Also within a professional development context, it's a great tool for linking with blogs like the beyond school etc
Nigel
As part of our studies we're encouraged to follow blogs, engage through online journals, and follow fellow educators and fellow learners on their journeys. Now for anyone who has use of the Internet, it's easy to see how it can become a quagmire of individuals, pop up boxes, and sometimes little bits of gold
ICT for Learning Design advocated the use of google reader as a way to collect these bits of gold and then have the ability to review updates without facing the entirety of the www.
This has been positive in three ways,
1) the program is relatively easy to use and access
2) google reader can assist in cross platform actions, ie when I wanted to copy a said text from my reader, to my private blog, the feed button made the process simpler.
3) the sorting, and change settings allows you to reevaluate your priorities and what you need/should read as opposed to whats available
A thought for inclusion in the classroom, is for a journalism unit in literacy. If learners were producing regular blog posts, this program could allow me to view the 25 with less hassle.
Also within a professional development context, it's a great tool for linking with blogs like the beyond school etc
Nigel
Thursday, April 15, 2010
A cone, a pyramid and some really strong memories
http://sparkinsight.wdfiles.com/local--files/factlets/cone_of_learning.pngThis is an extension on Dales Cone - basically the friendly person has given some more context to the broad headings.
My thoughts on Dales Cone.
Generally I agree, but for most learners variation is probably just as in important to keep interest and attraction (the hook). Also some learners will instinctively more towards their natural style but others wont. i.e. I've learnt alot more about ancient Rome through reading texts then I ever have from watching movies yet i've much more films then texts on ancient Rome, and would almost aways go to them first.
There was also an interesting statement, tell me, show me, let me do... which argued three times (didn't matter too much on context) would lead to improved retention. This is also used in marketing, i.e. three times exposure increase likely hood of a purchase.
In producing my cone of learning, I was forced to honestly reflect on my learning experiences, although my more recent experience has demonstrated a need for structural change.
Academic
I write, I read and I discuss. I dont do well listening to recordings, or videos, or most lectures, unless I already feel quiet knowledgeable on the subject in which case I can use the opportunity to compare and reflect.
Example
We'd often spend a Thursday evening after a day of classes at the university bar drinking and debating, which was ten times more stimulating and interactive. It enhanced your knowledge and understanding, much more then the Thursday evening politics in a global world lecture.
So much in fact within a few weeks the lecture would join us half way through the class, leaving the tutor to present the remaining lecture while he debated with us.
Within the workplace I like demonstration and well written procedures to follow, as my natural desire for perfection means I find it demoralising to get something wrong.
Today, I've more keenly developed a structured learning process. I use a mark sheets for our class work, so I get the gratification of marking off on completion of a weeks tasks and can visual where I'm at. I can be quite pedantic about colour coding and things for work, certain subjects, certain folders, I like order. (P.S.) Although now being in the classroom, I'm certain even after only three weeks, that it will be pushed out of me.... grade ones go everywhere, and so does their work :).
Dales Cone tells us about what we remember. Maslow's hierarchy of needs tell us what we need to able to remember, yet neither demonstrate how we best enhance what we remember.
Some suggestions including;
Study environment (I personally need to be in a clean working space away from household distractions and more often then not away from other people.)
Study practices (I study most diligently in the early morning, struggle very hard from lunch to evening and best analytically after dark, although by midnight my mind is over stimulated and going off much faster then my fingers could ever type)
Study periods (I once met a man who could write entire assignments from his momentary notes, we'd be having a coffee, going to the pictures, but he'd momentarily think of and write down his thoughts for an assignment. Collating them later on and producing a very well argued text. Personally I study best in blocks of two to three hours).
Study food (I've incredibly bad eating habits generally, with maybe one meal a day and very little fluid. During study periods though I recognise this disadvantages me and try to improve.)
An example of some supposed brain food is as follow:
Blueberries: Blueberries have been shown in numerous studies to do wonderful things for memory and the brain in general. Old rats that were fed blueberries scored the same as young rats on memory tests. Blueberries contain anthocyanin, a known memory-boosting phytochemical. They also contain many other phytochemicals that may contribute to healthy brain function.
Apples: Apples contain high levels of quercetin, an antioxidant that has been shown in recent studies to protect against Alzheimer's disease. Although it is also present in the flesh, the most quercetin is found in the skin. Red apples also contain anthocyanin in their skins.
Spinach: One study found that feeding rats spinach prevented and even reversed memory loss. This may be due in part to its high folic acid content, a nutrient that is believed to be protective against Alzheimer's disease and age-related memory loss. Just a half-cup of cooked spinach provides two-thirds your daily requirement of folic acid.
Onions: Red onions contain anthocyanin and quercetin. Yellow and white onions also contain good levels of quercetin. In India, where onions are an important staple, onions have been used as a folk remedy to boost memory for centuries.
Broccoli: Broccoli contains quercetin. It's also a good source of folic acid.
Red Beets: Beets are a good source of anthocyanin and folic acid.
Grapes: Red, purple, and black grapes all contain quercetin and anthocyanin. Red wine also contains good levels of these phytochemicals, but overindulging in red wine may negate the benefits so keeping consumption to one glass per day may be wise.
Cherries: Another red food that is a good source of anthocyanin.
Eggplant: Eggplant is a great source of anthocyanin. It also contains nasunin, an antioxidant that protects the lipids in brain cell membranes.
Rosemary: Researchers have found that the carnosic acid in rosemary is neuroprotective and may play a role in the prevention of Alzheimer's disease and other neurodegenerative brain disorders. One study even found that just the scent of rosemary improved the memories of office workers.
http://www.healthdiaries.com/eatthis/10-foods-that-boost-memory.html
Beyond my mild tangent, some learners will succeed no matter what the elements of the cone, pyramid or other factors influencing them are. Others will not. It is in trying to capture and nurture these learners education, that the LM will be challenged.
Having a working knowledge of these tools, and the many others for learning styles etc assists in this endeavour.
Nigel
Thursday, April 1, 2010
ICT's struggle, failures and lessons.
1.04.2010
Well friends,
As the title suggests ICT's can be a struggle. I personally struggle not just with the technology but with my personal need for perfection. In facing this challenge I've created three wiki spaces in the last month but not one would I allow anyone else to see. I'm not sure if it's just a technology to far for me, or if it's an inability to grasp the tools, or if it's more a poor standard of effort combined with late nights etc etc. I hope in reflection it's A & B but I think the C may have a causal influence. It's all about honesty on the web they say ;)
Failures represents the expectation of what is possible as opposed to the actual possibility. I've often had great ideas including a Dalmatian rescue wiki, and a brief learners combined journal which could be worked on and read by their families at home. But in using the technology I honestly couldn't connect the dots. So far was the pain I called upon a friend who did a degree from CQU in IT, but turns out IT guru's tend to only know their field, same as educators and so little more then our combined common sense prevailed.
There is a lesson in this, that our abilities in ICT will dictate what technologies we use, and will determine how we use them. To end on a positive note, in bring in a friend for support, I've now got someone who is interested and would happily look over my ICT programs, to suggest improvements.
Nigel
Well friends,
As the title suggests ICT's can be a struggle. I personally struggle not just with the technology but with my personal need for perfection. In facing this challenge I've created three wiki spaces in the last month but not one would I allow anyone else to see. I'm not sure if it's just a technology to far for me, or if it's an inability to grasp the tools, or if it's more a poor standard of effort combined with late nights etc etc. I hope in reflection it's A & B but I think the C may have a causal influence. It's all about honesty on the web they say ;)
Failures represents the expectation of what is possible as opposed to the actual possibility. I've often had great ideas including a Dalmatian rescue wiki, and a brief learners combined journal which could be worked on and read by their families at home. But in using the technology I honestly couldn't connect the dots. So far was the pain I called upon a friend who did a degree from CQU in IT, but turns out IT guru's tend to only know their field, same as educators and so little more then our combined common sense prevailed.
There is a lesson in this, that our abilities in ICT will dictate what technologies we use, and will determine how we use them. To end on a positive note, in bring in a friend for support, I've now got someone who is interested and would happily look over my ICT programs, to suggest improvements.
Nigel
Sunday, March 28, 2010
No child left behind
Get a Voki now!
Former President G Bush in 2002 signed into Law, the No Child Left Behind Bill. Congressional leaders, and education academics widely praised this as a flash card of the problems facing education in western society. Ensuring accountability, access to resources, quality teachers and teaching were the four key attributes. Check it out, consider your thoughts and I'll offer some of my thinking alittle later on.
Nigel
Sunday, March 21, 2010
Does/Should/Would examination effect teaching style
Hey,
I was completing activity 4.1 for ICT Design, reviewing my own education experiences when it got me thinking. I was taught in very traditional teaching styles predominantly through primary school. This progressed as as we got older to more Student Centered Learning at Secondary school. I think this related to staff familiarity with the cohort (but could also be the a timeframe thing, primary the mid nineties and secondary the 2000's). In my experiences both helped me with my education, and I've many happy if not great memories from the varying classroom environments created by my teachers.
But what really stood out was that when "crunch time" examinations would be imminent. Teachers would drastically change their teaching style to Chalk & Talk. From my experience this would cause systemic disruption to the class as it was like arriving on a different planet. Students who would not struggle with the examination anyway could easily adjust, those who struggled, would struggle more and those who couldn't handle the change would rebel, fail and disrupt.
So I have heaps of questions; does/should/would examinations effect teaching strategy? is this a good/bad thing? and if so does this mean ultimately we're teaching to the exam? and does this represent that when the chips are down we go back to the traditional teaching methods for guaranty?
I was completing activity 4.1 for ICT Design, reviewing my own education experiences when it got me thinking. I was taught in very traditional teaching styles predominantly through primary school. This progressed as as we got older to more Student Centered Learning at Secondary school. I think this related to staff familiarity with the cohort (but could also be the a timeframe thing, primary the mid nineties and secondary the 2000's). In my experiences both helped me with my education, and I've many happy if not great memories from the varying classroom environments created by my teachers.
But what really stood out was that when "crunch time" examinations would be imminent. Teachers would drastically change their teaching style to Chalk & Talk. From my experience this would cause systemic disruption to the class as it was like arriving on a different planet. Students who would not struggle with the examination anyway could easily adjust, those who struggled, would struggle more and those who couldn't handle the change would rebel, fail and disrupt.
So I have heaps of questions; does/should/would examinations effect teaching strategy? is this a good/bad thing? and if so does this mean ultimately we're teaching to the exam? and does this represent that when the chips are down we go back to the traditional teaching methods for guaranty?
An Avatar in Education
Hi All,
Hope you've enjoyed meeting tony the first of what I imagine will be many avatars used in my blog in coming weeks. The ability to integrate such an amazing technology in both a practical and stimulating visual sense blows me away.
Imagine a class on french history, with Napoleon or a an American politics class with George W & Hillary Clinton.
Cheers
Nigel
Sunday, March 14, 2010
Cross Matching - A world of choice, a web of distrust
So it's week three of this exercise in education, learning and life balance.
I shall confess I've been scared, and it has influenced the lack of blog posts so far. But alas have no doubt I shall go back and update with information from previous weeks in the near future.
I've found it very hard as an only recently finished student to re-engage not only with the course content but with the concept of study, reading and committing to understanding. I think this was exasperated by my lack of knowledge in the field and the non-existence of a natural sense of ability. We need to feel capable to build confidence which creates an internal environment fostering learning.
......................................................................................................................................................................
On to the topic as listed. ICT for learning design encourages students to experience the use of enumerate web based programs which afford the opportunity to express and design learning opportunities and experiences. This is exciting, and I've never recognised the extent to which these programs (some of which I've heard of but most of which I've never considered using) create platforms which can easily be integrated into learning formats.
The issue I face is making decisions as to what would be most appropriate, and in recognising the number of choices, trying to integrate these on a multi platform level.
Some programs such as Blogger, Google Reader etc seem to work effectively individually, but how to integrate you tube, or a twitter into this things and to merge them together to create multi platforms seems quiet complex. This is something I'll be seeking to discuss with my lecturer and will let you know about further.
So in a dot point. Some many ways to do things, so many programs. At times feel very stretched to use them all, yet at the same time struggle to cross-link use them.
Regards
I shall confess I've been scared, and it has influenced the lack of blog posts so far. But alas have no doubt I shall go back and update with information from previous weeks in the near future.
I've found it very hard as an only recently finished student to re-engage not only with the course content but with the concept of study, reading and committing to understanding. I think this was exasperated by my lack of knowledge in the field and the non-existence of a natural sense of ability. We need to feel capable to build confidence which creates an internal environment fostering learning.
......................................................................................................................................................................
On to the topic as listed. ICT for learning design encourages students to experience the use of enumerate web based programs which afford the opportunity to express and design learning opportunities and experiences. This is exciting, and I've never recognised the extent to which these programs (some of which I've heard of but most of which I've never considered using) create platforms which can easily be integrated into learning formats.
The issue I face is making decisions as to what would be most appropriate, and in recognising the number of choices, trying to integrate these on a multi platform level.
Some programs such as Blogger, Google Reader etc seem to work effectively individually, but how to integrate you tube, or a twitter into this things and to merge them together to create multi platforms seems quiet complex. This is something I'll be seeking to discuss with my lecturer and will let you know about further.
So in a dot point. Some many ways to do things, so many programs. At times feel very stretched to use them all, yet at the same time struggle to cross-link use them.
Regards
Sunday, February 28, 2010
Behind the name
Hi,
I thought I'd start my blog with alittle bit of an explanation of it's title and how I'd like to experiment with this in meeting the requirements of my studies which I'll explain later.
An interactive blackboard represents the changing momentum within the education system away from traditional structures including the classic blackboard. I hope through the medium of this blog to demonstrate some of the classroom activities I develop and offer reflections on issues, concepts and random ideas. Innovation in the field from instructional education to engagment focused learning experiences will be the criteria. Alas technology is progressing at an alarming rate and it is not possible to keep up. I hope to develop a style of teaching which strives on investigative approaches and practical renewal to capture emerging technics as they become mainstream for implementation in the modern classroom.
My apologies to any who view and cringe, I am a student teacher and this is all part of a journey.
I thought I'd start my blog with alittle bit of an explanation of it's title and how I'd like to experiment with this in meeting the requirements of my studies which I'll explain later.
An interactive blackboard represents the changing momentum within the education system away from traditional structures including the classic blackboard. I hope through the medium of this blog to demonstrate some of the classroom activities I develop and offer reflections on issues, concepts and random ideas. Innovation in the field from instructional education to engagment focused learning experiences will be the criteria. Alas technology is progressing at an alarming rate and it is not possible to keep up. I hope to develop a style of teaching which strives on investigative approaches and practical renewal to capture emerging technics as they become mainstream for implementation in the modern classroom.
My apologies to any who view and cringe, I am a student teacher and this is all part of a journey.
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