WIKIPedia Learning Activity Week 7

http://solarsystem.nasa.gov/index.cfm
www.primaryscience.ie
wwwdiscover-science.ie
http:// en.wikipedia.org/wiki/Sun
http://sohoww.nascom.nasa.gov/
http://www.nso.edu/
http://www.suntrek.org/
These are a few website links that I found.  These could be made available to students by incorporating them into wiki, or web quest or webpages, this way the learners would have access to them both in the classroom and wherever they have internet access.

SlideShare

Here is the link to view my Powerpoint presentation that I used for Visual Arts and Innovation (Term 3 2010)

Reflective Synopsis

The way that learners of the 21^st century learn is changing, and consequently the way that learning managers educate these learners needs to mirror this change. It has become widely evident that learning experiences not only need to contain the content knowledge of the topic, they need to cater for a variety of learning styles. These learning experiences then need to incorporate  pedagogy that creates interest and engages the learners. Waterhouse (2005, p. 30) defines pedagogy as the art and the science of teaching. Learning experiences can be enhanced through e-Learning and be linked to several learning theories including behaviourism, cognitivism, and constructivism. A proficient learning manager will develop effective and engaging learning experiences by profiling and understanding how their learners learn most effectively and incorporating this knowledge with the content and the pedagogy to ensure that learning is facilitated. Colbert et al. (2008, p. 14) maintains that a teacher needs to display deep pedagogical knowledge, understand how students acquire and construct knowledge, and how positive disposition towards learning is developed. The application of technological tools into a learning experience in today’s classroom can greatly engage the learners. The framework  identified as the TPACK framework, (Appendix 1)  infers that  digital technologies are integral and just as important as the learning managers knowledge and skills for maintaining the learners  engagement. If learners are engaged in the classroom by creative, interesting and engaging learning experiences, then learning outcomes will be reached and students will achieve  success. Prensky (2005) states “all the students we teach have something in their lives that’s really engaging—something that they do and that they are good at, something that has an engaging, creative component to it”. The use of eLearning can assist in developing and adapting learning designs to provide effective and engaging opportunities to cater for the learning styles of our 21^st century learners. (Appendix 2) This is especially integral to the primary classroom of this century.

Defining eLearning is not an easy task, as this too is under constant change. Fasso (2011) suggests that the use of information technologies (ICTs) to enhance and engage learners will extend learning in a pedagogically innovative, sound and flexible way.  This also constitutes a very basic description of what eLearning is. As well as being engaging and enhancing and pedagogically innovative, eLearning has become more and more affordable and is a versatile way of learning and communicating not only in the 21^st century classroom, but in the everyday world. Communication and eLearning have a strong link to the learning theory of constructivism. Identified by Vygotsky (1962), social interactions have a important influence on learning through the strategy of scaffolding. The strategy of scaffolding has been explained by Van Der Stuyf (2002, p. 2) as “facilitating a student’s ability to build on prior knowledge and internalise new information”. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone (Olson & Pratt, 2000 as cited in Van Der Stuyf, 2002, p 2). This level is recognised as a learners zone of proximal development (ZPD) and is defined by Woolfolk and Margetts (2010, p. 55) as “the area between a person’s current level of independent functioning and what they can achieve with the assistance of others”. Likewise, Snowman (et al, 2009, p.47) view scaffolding as “helping students acquire knowledge and skills that they would not have learnt on their own”. Scaffolding can be incorporated into learning experiences through many thinking strategies.  Participating in an activity through a wiki (Appendix 3) discussion regarding mobile phones and whether this form of technology should be used in the classroom allowed for the presentation of different perspectives. A thinking strategy known as De Bono’s Six Thinking Hats allowed learners to demonstrate ways of reckoning and encouraged thinking outside of the box. This was an excellent opportunity for scaffolding to occur as it is a beneficial way for thinking in different ways that can be incorporated in the classrooms of today. According to Frangenheim (2007), “the Six Thinking Hats forces the thinker to consider the problem in several dimensions, and is more likely to guarantee better thinking”. The use of a Web 2.0 tool, a wiki, has been found to be a great way for learners to be supported through a constructivist approach. These perspectives were presented through not only personal opinion but personal experience. Through these perspectives, the learning about mobiles phones was extended and the realisation of what such a tool could do was recognised. Giving learners the opportunity to participate in such a learning experience not only broadened their knowledge on the topic, but also helps them see that not everyone has that same ideas and values. Consideration also needed to be given to peers when editing, modifying, adding or removing information from a wiki page. The need to reflect on my participation (Appendix 4) with in this wiki was then necessary. Wikis are not the only eLearning tool that can be explored and experimented with in the primary classroom; others include concept mapping, podcasts, images, and web pages. The ones found to be of particular interest and could become powerful in the primary classroom educational context include Blogs, Digital Videos, online scrap booking tools such as Glogster, and the use of the IPod Touch.

          Through participation with in this course it has become evident that the power of a web2.0 tool such as a blog has endless possibilities within the primary school classroom context. At first it was necessary for myself to identify and comprehend what a blog really was and draw some comparisons   (Appendix 5) with wikis. Through a blogging activity, learning can be transformed as these tool can be used by both the teacher and the learner. One way a teacher could use this tool would be to display previous learners work as examples of the tasks that are required.  This could be of assistance to learners who need a visual display of what is required.  Of course, it is important to always keep in mind the legal, safety and ethical issues involved with uploading materials on line.  A student may like to use this tool as a place to be creative within a writing activity, when completing an individual task or to record his/her own thoughts and research ready for participation within a collaborative task.  Likewise, a teacher can post comments to assist the learners and provide feedback and scaffold learning. If scaffolded correctly within a blog, learners could demonstrate levels of higher order thinking. Richardson (2006, p. 32) defines real blogging as linking analysis and synthesis that articulates deeper understanding to the content, and as being linked and written with the potential audience response in mind. A strong benefit of a blogging tool is that being a Web 2.0 tool, only the owner of the blog is able to edit, change, or delete the blog postings. Therefore, this allows the learner total control over their own work.

            There are advantages and disadvantages associated with the use of blogging, and it is for this reason that a blog is not the ideal tool for a collaborative learning activity as only comments can be posted and nothing can be altered or added to by other learners within the group. This leaves the alterations of tasks to be completed by the owner of the blog and therefore this may not be effective in a collaborative learning environment.

            After constructing a short Digital Video of my own,  (Appendix 6) this is the second tool that I chose to investigate and explore further. Digital videos can be made known to learners, or can be something that the learners  produce for themselves. Through producing their own videos,  learners are allowed to express their creativity. Digital videos could be produced collaboratively and would require learners to use higher order thinking skills and processes. It is an excellent tool to use in a primary classroom with older learners requiring minimal guidance for the actual creation of the video instead allowing for the learners to explore. Kearsley & Schneiderman (1998) acknowledges the ‘engagement theory’ specifically promotes student activities that involve the cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation in which students are motivated to learn due to the meaningful nature of the learning environment and activities. Digital videos can be incorporated through all KLA’s and it is not necessary to have access to a digital video camera, as video as can be created with the use of still images, and then overlayed with audio. There are some issues to be considered when uploading photos and music. All photos should be referenced even if they are your own and no photos should be made available to view unless the people in them know and have granted permission for you to do so.

Glogster is an up to date modern online tool that enables learners to create their own interactive posters. Interaction with glogster allows learners to explore their creative side and incorporate audio, podcasts and upload the content into their glog. My attempt at a quick glog can be viewed here. (Appendix 7) The versatility of glogster allows for its use across all KLA’s within the primary classroom. A poster for a presentation or display could be created with this tool to display information. I personally cannot think of a subject that Glogster could not be incorporated into. The engagement with this tool allows for fostering teamwork and co-operative learning or working individually. Teachers could also use this type of presentation to display learners' works and achievements, for parents and carers to view online. Within most family contexts, the need for both parents to be committed to employment, it is sometimes inevitable that they miss some of the learning and achievements of their most valuable asset, their children. What better way for them to be involved with their child’s learning and be able to view this either in their own time or by having the child show them and explain what they did and how they did it. The ability of this tool to be monitored by the learning managers, provides a safe, private and secure fun experience that (Glogster, 2011, as cited in Renton, 2011) states “enables schools to meet and exceed educational technology and content area standards for creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving and decision making, and digital citizenship”.

            Vardy and Curvin (2007) observed that new technologies such as iPods now permeate the lives and daily routines of many young children as they engage with these technologies in a variety of ways. This is evident due to the small device having endless possibilities within the primary classroom. This tool not only does the normal things like enable the user to take photos, record voices and all the other standard things that technology has allowed us to do, but also  this  palm sized product can connect you to the internet, record high definition(HD) videos, allow the use of both forward and back facing cameras, can be used to work collaboratively with in the context of not having to be seated next to the person with whom you are working, and the list goes on. The connection time on these  devices is usually fast and therefore less time is lost in transitions from one activity to the next. Blogging, making a children’s digital library, recording podcasts, and uploading and downloading media are just some of the  potentials. The growing list of educational apps allows for learner to participate with the use of ICT’s without even having to move from their seats. Morris (2011) (Appendix 8) defines the use of the iPod with in her primary classroom learning context as allowing students to learn at their own pace as stories and videos can be paused and replayed many times. It is a great way to reinforce concepts and encourage independent as well as co-operative group learning.  I  have also found the iPod Touch to be engaging for reluctant learners and helpful for students with learning difficulties. All good things must come with some draw backs and one of these is if the technology is not working and you need internet connection then other preparation will need to have been considered.  Observations need to be made at all times that learners are remaining on task and on the correct activity that is being implemented. It  could be hard for a learning manager to control the use of these devices if all learners were engaged with the device at the same time however through hands on exploration of this device the capabilities and potential for it to enhance learning just keeps on surprising.

          QCAR (2007) identifies that applying ICTs for learning will assists students to become competent, discriminating, creative and productive. Likewise incorporating ICT’s will enhance learning across all Key Learning Areas (KLA’s). The eLearning tools that have been explored demonstrate that learning is a social context  does not have to occur face to face.  Through participation in my eLearning adventure so far, I have acquired a far broader knowledge about how these and other tools can be applied and used in the classrooms to enhance the learning of our 21^st century learners.

References

Colbert, J.A., Boyd, K.E., Clark, K. A., Guan, S., Harris, J.B., Kelly, M.A., & Thompson, A.D. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge.

Fasso, W. (2011, Term 3). 21st century learners. Retrieved from: http://moodle.cqu.edu.au/file.php/17114/Week1.pdf

Frangenheim, E. (2007). Reflections on classroom thinking strategies (9th ed.). Loganholme, QLD, Australia: Rodin Educational Publishing.

Kearsley, G., & Scheiderman, B. (1988). Engagement theory: A framework for technology-based teaching and learning. Retrieved from: http://home.sprynet.com/~gkearsley/engage.htm.

Morris, K. (2011). Using an ipod touch in the primary classroom. Retrieved from http://primarytech.global2.vic.edu.au/2011/08/08/using-an-ipod-touch-in-the-primary-classroom/

Prensky, M. (2005). Digital natives, digital immigrants. Retrieved from http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

QCAR.  (2007).  Information and communication technologies (ICTs) cross-curriculum priority by the

end of year 3. Retrieved from: http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr3.pdf

Renton,  J. (2011). Three benefits of using Glogster, a 21st century multimedia tool, in K-

12 classrooms. Retrieved from http://jamiethelibrarian.com/2011/05/13/three-benefits-of-using-glogster-a-21st-century-multimedia-tool-in-k-12-classrooms/

Richardson, W. (2006). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press

Snowman,  J., Dobozy, E.,  Scevak, J.,  Bryer, F.,  Bartlett, B,. & Biehler. (2009). Psychology  applied to Teaching. Milton, Qld: John Wiley & Sons Australia Limited

Waterhouse, S. (2005). The power of elearning: The essential guide for Teaching in the digital age.  Boston, USA: Pearson Educational, Inc.

Woolfolk, A., & Margetts, K. (2010). Educational Psychology. (2^nd ed.). Frenchs Forest, NSW: Pearson Australia.

Van Der Stuyf, R. (2002).  Scaffolding as a Teaching Strategy. Retrieved from 

condor.admin.ccny.cuny.edu/.../Van%20Der%20Stuyf/

Vardy, J. & Kervin, L. (2007). Using iPod technology to engage primary students with the deconstruction and reconstruction of audio text. Retrieved from http://www.alea.edu.au/documents/item/88

Vygotsky, L. (1962). Social development theory. Retrieved from:   http://www.instructionaldesign.org/theories/social-development.html

Appendices

Appendix 1

Reflection about TPACK Framework.

Appendix 2

21st Century Learners

Appendix 3

Group 1 Mobile Phones

Appendix 4

My Participation in Mobile Phone Wiki

Appendix 5

Making it clearer to myself

Appendix6

My Digital Video

Appendix7

Glogster

Appendix8

Using an Ipod Touch in the Primary Classroom

Group 4 Tools

Animations and Simulations: are Web based that allows students to have access to them anywhere and at anytime.  These tools are to be embedded into other learning experiences as on their own they do not constitute learning.  I have personally only recently engaged with one of these tools through the mathematics course that I have just completed.  This was a Learning Object that was through the Learning Federation.  Others that I have seen in action but so not have access to are through the Learning Place that is associated with Education Queensland. 
Google Earth: A resource that both teachers and students can use.  This tool I feel somewhat replaces that Altas that was always on  a primary school book list, and something when I think about it I have never had to buy for my own child who is completing Year 4 this year.  This resource  allows students to see images of the eart and even their own back yard all with the clip of a mouse.  This tool could readily be used in all KLA's. This tool does require you to download the software to be able to use but that was so simple and very quick.
Google Maps: Unlike Google Earth does not require software to be down loaded.  This tool can be used to create maps for your own personal use and then they can be uploaded to a Blog or Wiki.  Again a tool that could be used across all KLA's.
Google Documents for Collaboration: This tool is another tool that can be used anytime, anywhere.  Students can use this tool to have discussions with other students anywhere around the world. This is a great way for students to collaborate with each other.  Also a great way for student to teacher discussions to occur and what about teacher to teacher. 
Online Concept Mapping: The use of fun, easy to use and engaging online concept mapping tool has numerous benefits and many  free to down load versions are available. After exploring two free versions, and constructing a concept map of my own, the decision to explore more led to the finding of a third Mindomo.com. These tools are a great way to organise, collaborate and share the ideas for a learning task.  These tools can cater for a variety of learning styles and learning stages and can be used as a group tool, in pairs or individually.  The ICT skills that are required for the use of online concept mapping  is mostly acquired will interacting with the tool. Concept mapping whether on paper or online needs to be taught and this may be one of the draw backs of implementing the use of this tool, unless the learners have engaged with this thinking strategy before.  Consideration needs to be given to the how learners like to organise their thoughts and what other sorts of graphic organisers the learners may have previously explored before this tool can be used. 
Within the primary classroom context, concept mapping could benefit learners through engaging within the social context, developing an understanding of a body of knowledge,  explore new information and relationships,  access prior knowledge,  gather new knowledge and information, share knowledge and information generated,  problem solve options and design structures or processes such as written documents, constructions, web sites, web search, multimedia presentations.
Online Concept mapping: A interesting tool that I had never heard of nor thought that there would be such a thing!  Can incorporate video, audio, images, text, links and media.  Very engaging.
Zooburst: Again very engaging both for the teacher and the learner!  This free tool allows for the creation of 3D pop up books.
 

Concept Map summary

Prezi....

I have experience Prezi before but have never constructed one myself.  This also is a great tool and the possibilites witht this tool would be limitless.  This I feel would be a great way for the higher year level of learners in the primary context as this is a way to encourage learners to become more confident when completing presentation as it is a way theat they can present and not rely on reading notes.  It would encourage learners to ensure that they are confident and competent with their content knowledge.  A great tool also for teachers that need to do presentations to fellow peers.  Very professional.
View my attempt at Prezi here.

Glogster....

You can view my trial of glogster here.
Gorman (2010) I feel defines a Glog ideally through the following question. "What do you get when you mix up the whole genre of  multimedia, smack it into a blog, and then artistically arrange it into an awesome interactive on-line poster".  This tool really is like scrapbooking, or what I have seen someone else do with regards to scrapbooking....never really had the time or the desire myself which makes me think that I am more technologically engaged than I thought as I prefer to put my favourite photos on a DVD and play them on the TV. 
While completing some of the readings I began to collect ideas on how this tool could be incorporated in the primary classroom context.  This really is a poster that you could have playing when parents came to the classroom in the morning to drop the children off or in the afternoon as the children were being collected for the day.  This would encourage children to engage with their parents about what they had been doing throughout the day in their units of work.  This way when parents ask what their children had learnt today they already have some clues as prompts.  A great way to encourage social interaction for parents and child.   Remember the safety, ethical and legal obligations as a Learning Manager.
The following  website was also very useful check it out if you have time.
Depending on the age of the learners this too could be a great tool for them to make presentations as assessment tasks.
Gorman, M. (2010). 21st century educational technology and learning. Retrieved from http://21centuryedtech.wordpress.com/2010/10/10/changes-at-glogster-great-info-and-links-for-all-levels-of-users/
Glogster. (2011). What is glogster. Retrieved from http://edu.glogster.com/what-is-glogster-edu/

PowerPoint....

When I think of PowerPoint , I think of the main way that we receive our information through lectures.  I guess what I mean is that I had only really experienced Power Points as simply a way to relay information.  I have never realised that power points have so many add ons if you  like.  I never thought that a form of engagement of a presentation like this could be enhanced by embedding videos and audio and I never thought that a PowerPoint could be interactive.  This lead me in investigate this topic a little further and found the following interesting.
The next thing that I explored was the whole class interactivity tool- Mouse Mischief.  What a fantastic way to engage learners.  I immediately filed this tool as a possibility for me to use in my upcoming prac.
So even though I have been involved in viewing a high amount of PowerPoint presentations I feel that they are not overly engaging or interest holding.  Through exploration of this tool I have changed my mind considerably. 
In the learning context as a Learning Manager PowerPoint's can also be used as an assessment tool.  Learners could be asked to construct a PowerPoint as a form of not only displaying what they have learnt but as a peer teaching tool.

Ho, B. (n.d.). From using transparencies to using Powerpoint slides in the classroom. Retrieved from: http://www.aare.edu.au/01pap/ho01072.htm

My attempt at a Podcast....

Uploaded by www.cellspin.net


The following link is to a podcast that could be used in the primary school learning context.
http://www.letmetellyouatale.com/home/Welcome.html

My Digital Video..

I have used the recommended Digital Video tool-Movie Maker to produce a quick video.  Wow did not know how easy it was and again the instructions are very clear and precise even I followed them without any problem.  I have used the Ipod touch to incorporate the music.  This to was very easy.  This tool would definitely be a tool that could be used in the classroom, even for something that could be used instead of a PowerPoint slide....As a teacher this would be helpful to record special moments that the learners have throughout the year as a final presentation at the end of the year.  I am sure parents would love them.  Keeping in mind though the respect of photographing children and producing it, this would need prior approval from parents/carers and the need to investigate the school policy as well.

While researching this topic a little more I can across this. Interesting.


Australian Education Company. (2010). Students creating digital video in the primary classroom: student autonomy, learning outcomes and professional learning communitites. Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2024%20No%202%202010%20students%20creating%20digital%20video%20in%20the%20.pdf

Images...

Photo taken by myself ..August 2009.

Wow I just followed the instructions under the optional Image Manipulation section of the notes and it worked......you give great simple easy to follow instructions Wendy.  Thank you! Maybe I should wait till I attempt the Digital Video task first....????
The use of a tool like this in the primary school classroom would be an advantage as it is not only engaging, it allows learners with different learning styles to explore.  The kinastethic learner would be well catered for as would the visual learner.  The audible learner, well perhaps the teacher could create a podcast to assist with instructions? 
Giorgis, Johnson, Bonomo, Colbert  (1999, p. 149) define visual literacy  "as the ability to construct meaning from visual images".
Here within lies the importance to 21st century learners.  The learners today not only need to be literate but they need to be visually literate.  Having a look around there are images everywhere and without realising we use these images to interpret the world in which we live.  The stop sign at the corner, the McDonalds golden arches, the emblem at the school where you will teach, cartoons, pictures in newspaper... are all a form of  visual literacy.
These images can be used to support and encourage critical thinking with in our classrooms.   (Harvard project zero, n.d.) identifies asking learners questions about what they see and think about an image  and  what do these images make them wonder,  stimulates critical thinking
The reading entitled Practical Ways to Use Digital Images in Teaching and Learning, made me think of Blooms Taxonomy as I was reading it. The words illustrate, inspire, enforce, categorise, diagnose, stimulate and encourage are all actions that learners could undertake in a learning environment in our classrooms.


Giorgis, C.,  Johnson, N.J.,  Bonomo, A.,  Colbert, C. (1999).  Visual literacy: reading teacher. as cited in Visual literacy white paper. Retrieved from http://www.adobe.com/uk/education/pdf/adobe_visual_literacy_paper.pdf
Harvard project zero, n.d.)

Podcasts...

"Podcasting is basically the creation and distribution of amateur radio" (Richardson, 2006, p. 112).  This digital tool can be shared by others online, and this is usually done through  a subscription.  A podcast can be used with in the primary classroom learning environment both by the teacher and by the students.  The need for technical expertise to make a podcast work is not a of a high requirement, nor is the need for a lot of technical equipment.  Brooks-Young (2010, p. 20) recalls when podcasting first became popular the need for a computer or a laptop was necessary along with headsets, microphones and access to software and Web sites to record and save the information to.  The remarkable advancements in mobile phones means that most of these devices have built in voice recording capabilities allowing the learners of this century to be able to create mobile phone-supported podcasts. 
Podcasts can be used in the classroom in the following ways:

• Field trips, excursions and even when conducting experiments, learners can save their notes in a spoken format and retrieved them latter.
• Teachers can pose questions and students can respond and reply to them.
• Record interviews and collect data and then post this to a classroom Web page.
• Students can also make recordings for parents about classroom news and even school news.

(Brooks-Young, 2010, p. 20)
A SWOT analysis can be viewed at my wiki page at http://annettemuncktonelearning.wikispaces.com/

Richardson, W. (2006). Blogs, wikis,podcasts and other powerful web tool for classrooms. USA: Corwin Press.
Brooks-Young, S. (2010). Teaching with the tools kids use: Learning with web and mobile technologies. USA: Corwin Press.

Blogs for Learning and a look at Websites...

So adding to my posting ‘Making it clearer to myself’ I have found some other valuable information about blogs. 

A blog is a web 2.0 tool which have various uses.  Blogs are owned by the authors and for this reason they are a great tool for my teaching context (the primary classroom).   The authors of these blogs are usually a single person but they can be groups.   Ferdig and Trammell (2004) suggest that blogs are a way to provide a sophisticated environment that allows for learners to establish their online artifacts.  This tool can become a collaborative learning tool as people can add comments to other peoples posts.  This does lead to conversation however  the blog becoming a chat line like when text messaging or emailing.   Blogs they say appear chronologically however I would agree with the fact that they actually appear reverse chronologically! 

The way that a blog could be used in a primary school teaching context is by having the learners complete a journal activity either daily or at the end of the week to reflect on anything new that they learnt, or something that they found interesting through their learning that they did not know before, or even something that they would like to find out more about. Students could even do homework activities on a blog and assignments and teachers would be able to view them whenever it is convenient rather than having to wait for the hard copy to be handed in.  This is ways that students could use a blog but how could a teacher use a blog?  They may use this tool to display students work that has been completed and they feel that other students could learn from.  They may even use it to post information to parents.   

Image retrieved from http://1.bp.blogspot.com/_aNUZkAGS0hw/SP8upN1nxaI/AAAAAAAAAgQ/5TAcU8EtWY0/s1600-h/conversationpng.png

This website allowed for a deeper understanding of how blogs are being used in the primary classroom context.

Department of Education Western Australia. (2011). Resourcing the curriculum. Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/


Web Sites are referred to as Web 1.0 tools.  This means that these tools can only be edited by the owner.  No other information can be added nor can it be altered.  I have completed a SWOT analysis of a Web Site and this can be view at http://elearningcqu.weebly.com
I have previously created an interactive WebQuest for a previous course at University, however not realising I deleted it from my Weebly account.  At first this was a really challenging assessment for me however once I realised what was required I quite enjoyed the task and was surprised how much of what to do I remember for this task.  Working with in my study group it was bought to my attention that their is another site http://www.wix.com/    I have not explored it completely however it is also has free access and one that I will put in my bag of tricks for later reference.

Ferdig, R., Trammell K. (2004). Content Delivery in the 'Blogosphere'.  Retrieved from https://www.sbg.ac.at/zfl/eTeaching_Skills/eTeaching_Weblogs/the_pedagogy_behind_blogs.html

Reflection about TPACK framework

When reflecting about the TPACK framework what instantly comes to mind is the fact this is an incorporation of technology, pedagogy and content and together this underpins a positive approach to teaching and learning.
The implementation of this frameworks outlines the importance of effective teaching.  Teaching is effective when the subject content is delivered in a pedagogical manner that can aid learners to achieve maximum understanding and therefore success within the learning context.  Add  technology to the teaching context,  and this will enhances the lesson and the students knowledge in all areas, the actual subject (content), how to learn and internalise information (pedagogy) and methods of communicating the information (technology).
Without the technology we can consider the pedagogy and the content. These together with the technology emphasizes the new knowledge that can be learnt.  TPACK allows for the focus to be on the key needs for students to have positive outcomes by using ICT’s in the classroom.

Reflection about mobile phone wiki

I had been shown how to set up a wiki in the early stage of university life but that was it.  The saying use it or lose it probably is exactly what this saying was created for, since I more or less had to start from scratch and this is why I chose to undertake a bit of a refresher course for myself. 

The characterisation of this wiki, the  ‘six thinking hats’ wiki I think catered for the visual learners as well as the kinaesthetic learners.  The use of actually seeing the hats coloured was visually appealing as well as creating interest.  It was a little like the engaging phase of a task.  One of the other characteristics that I think about when I reflect back to this wiki is  the way that it was neatly set out with easy to read headings.  This eliminated the need for confusion and did not allow for the questioning of what was meant to be done.  It clearly demonstrated what was to thought about, where these thoughts were to go and allowed for other peoples thoughts to be read and pondered over and then added to.

Through the characteristics of this forum/wiki,  I feel the learning theory of constructivism was evident.  Both cognitive constructivism and social constructivism.  The knowledge that I have gained was gradually scaffolded by reading, interpreting and understanding other peoples points of views and ideas.  This type of discussion forum allowed for ideas etc to be gradually added to without the need to sit alongside people and gather in the information.  It was also useful for me as I find that sometimes an idea comes to you and you can make a note to yourself and add this information later.  You can even use your mobile phone to email your thoughts back to yourself or to add them to the wiki right then and there if you have the time!

Also evident was the theory of connectivism.  This theory proposed by Siemens (2005). has been acknowledged as learning with computers and the internet by networking.  Siemens also observed that being connected enabled us to learn more.  What is interesting to observe here is his analogy that learning this way is like a pipeline, it not only what is in the pipe line that you can learn instead it is the pipeline and the connects that are important.

The use of this type of wiki could contribute by allowing and encouraging your students to think in different ways and it is also a way to sequentially organise and share their thinking in ways that can be utilised.  Frangenheim ( 2007) suggests this type of learning strategies could also be completed by working individually, in pairs or in a Round Robin or even by dividing the room into six stations and asking students to consider a problem in terms of the colour hat designated to them.  Like anything there issues and drawbacks and these include the consideration that needs to be given to other learners feelings regarding their thoughts and ideas.  Feedback and comments on others ideas should never be cruel and needs to be thought about before being delivered.  This is all helps to build on the theory of social constructivism, where Vygotsky (1962) outlines that  interacting socially has a large influence on learning.

Frangenheim, E. (2007). Reflections on classroom thinking strategies (9th ed.).  Loganholme, QLD: Australia.

Siemens, G. (2005).  Elearningspace everthing elearning.Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press

21st Century Learners

When I think about today's learners, the learners of the 21st century, and lets face it I am one of them, I feel that the way in which we learn is no different to anything else in the world....when we want something we want it yesterday. Why should learning be any different. I know when I  am investigating or exploring or researching something new I want to come up with the results or the information nearly immediately.  I feel that this is not only due to the fact that  we know that we can find ideas and information a lot easier and quicker than ever before with the use of the technology that has evolved - what seems like overnight or is it the  fact that we are becoming time poor? Has all the technology made us this way?
Native learners are as Prensky (2001) suggests born with technology in their hands.  These learners can walk the technology walk and talk the technology talk.  Most of the time doing both together.  Is it when the technology immigrants appear in the picture that the engragement happens? Especially if these immigrants are the teachers teaching our digital natives.  As learning managers we need to be equally as savy about this technology as our learners and know when and how our learners are using this technology.
This is where the the learning theory comes in.  The learners in our classrooms today are going to be different for the learners from other generation, we are told this and we know this, it is obvious.  What is important to us is knowing what instigates our learners to learn, and learn well.  By learning well,  I mean they develop creative ways to think and critical ways to think.  They learn to pose questions, and to be inquiring and inquisive and to develop points of view and be able to back these points of views up. 
I feel that there is substance to the engage or enrage argument, however I feel that not all learners will become enraged as such.  Instead we will have learners that are not being taken to their potential and this is not what we want for them.  Not all learners will be high academic acheivers, however if we can have our learners engaged in our classrooms they will be acheiving.  This acheivement could be as simple as becoming more social within the learnng environment for the learner that is reluctant to participate in whole class or small group tasks.  This inturn is allowing the learner to be engaged and eventually the learning will occur.
This video clip is a totol of what I have come to understand.

Nesbil. B. (n.d.) A vision of k-12 students today. Retrieved from http://www.youtube.com/watch?v=_A-ZVCjfWf8
Pensky, M. (2005). Engage me or enrage me: what today's learners demand. Retrieved from:
http://net.educause.edu/ir/library/pdf/erm0553.pdf

Learning Styles

I have completed the questionnaire and obtained the results.  Wow after getting these results and reading the Felder and Soloman Learning Styles and Strategies reading I did not realise that the results would be so strong!   I am and knew that I was a Active learner and never really thought that I could help myself to become something different.  Even after finding this out I tried to be more reflective just with the material that I was reading for this module.  I have always found that to study for an exam I have written and rewritten the materials and basically learnt by rote.  I feel that this was why the results were so high for the section with regards to being a sensing learner.  This goes hand in hand with learning facts and linking the learning to doing hand on activities and therefore ties together the visual learning results that were also high . 

     ACT         X                                         REF
             11  9   7   5   3   1   1   3   5   7   9   11
       
      SEN  X                                                INT
             11  9   7   5   3   1   1   3   5   7   9   11

          
       VIS         X                                         VRB
            11  9   7   5   3   1   1   3   5   7   9   11

      SEQ                  X                                 GLO
           11  9   7   5   3   1   1   3   5   7   9   11


My multiple intelligences results

So.... My learning style is a combination between being a visual and a kinesthetic learner.  I find that the best experiences for myself are shown what the end result would look like and then being given the opportunity to gave ago. 

In a traditional classroom the support to learners need to be considered by carefully profiling the learners and considering their strengths and needs as well as their learning styles. Visual learners could be supported with the use of models to represent what is needed to be done.  Instructions could also be written for visual learners this way they can keep coming back to the task to affirm what is required.  They are not depending on  hearing the instructions and responding to them, even thought  the instructions are written they will be read out if this is for  a younger level of learners.  Written instructions will also assist learners with hearing impairments.  Audible learners will have instructions delivered clearly and concisely and the learners will be given opportunities to ask questions and participate in peer coaching, by peers answering questions and providing feedback.  Kinesthetic learners will benefit and participate in teacher led and join construction activities. It is vital for teachers to accommodate all learners in their class.  For this to occur teachers need to know how their learners learn best and how they remain interested.   If this occurs, and occurs successfully teachers will spent less of their valuable time on behaviour management, vital time that is learning time. Falk (1994) identifies "If our schools are to provide experiences for students that fire their spirits, identify and nurture their capacities as learners, and enable them to be independent thinkers, then new forms of teaching need to be developed that are solidly based on emerging understandings of how human beings engage in learning."

There are many resources available both on line and through CD roms etc that can be used to support to learners.  These can be of assistance due to the fact that they consider all learning styles.  Visually seeing the information and the instructions,  alot of instructions are auditory read as well, and examples are included for kinesthetic learners giving them the opportunity to do.  Such ideas include Webquests, Voki, Tux Paint, Powerpoint to add a view.

To  cater for my learners preferences I would need to ask the learners questions to be able to ensure that I was profiling them correctly and these would include questions such as:  Would you like the option to use computers and ICT's to complete your research?  Would you like to be able to submit your work electronically or in hard copy?  Would you find using ICT's would make it easier and more assessable to complete your work anywhere at any time?  Is this important to you?  Does time management play a part in your completion of tasks on time?  Would you like to be able to share your findings and research with class members and have them share theirs with you? 

Making it clearer to myself.

Since I have never really created a blog or a wiki for myself I decided that I really needed to make it a little clearer about what each one really is and used for. 
Here is what I found.....
Basically a wiki is a web page that can be viewed by anyone that has access to the internet and a web browser.  This type of site can be used as a collaborative site where groups of people can learn, however anyone can view and modify the information that is contained in the wiki.  It can be said that a wiki can grow and evolve as a result of people adding and editing information.  One  advantage of a wiki is that they can be accessed from anywhere as long as internet access is available and this is why it is such a successful collaborative learning tool.
As mention the downside is that anyone can edit, delete and alter the information that is contained with in the wiki and this could cause irritation and ill feeling between participants if not done with consideration and respect. 
This type of collaboration is not limited to learners but could be used in the work place.  Teachers could use it to collaborate across year levels when planning is occurring and not everyone can be together.  Many different types of projects could be collaborated through a wiki. 

A quick summary has been concluded by using a SWOT analysis:
Strengths:
Collaborative learning tool and a way that learners can communicate to each other to provide feedback and extend on ideas
Internet access available, can be used
Text and images can be included
Learning Managers can use to see if everyone contributes
Learning manager can set tasks
Engaging tool
Weaknesses:
In a learning context Learning Managers need to ensure that they scaffold the learning so that the intended learning outcomes are achieved
Sometimes it is found that face to face contact also needs to be incorporated
Threats:
A wiki allows for learners to delete or edit others learners contributions
Opportunities:
The learning manager gets to view who is contributing
Allows learners to develop thinking skills based on what other learners contribute.

This type of tool would assist learners in building on their own ideas by viewing and considering what their peers contribute.  This tool can be linked to the constructivist theory.
More information can be obtained from
http://net.educause.edu/ir/library/pdf/ELI7004.pdf

So next I moved on to a blog....Never knew that a blog was derived from a Web log.... Basically a blog in simple terms is a way to share news and a little like a diary I guess.  Since this was realized early I began to think about the ways that learners could use this in the classroom and one thought that came to mind was that learners could use it to write either a daily reflection or a weekly reflection that occurred about their learning (depending on the availability of resources/computer etc).  If learners all had I-pads this could be done daily, or it could be completed as part of their computer lab time. This could also be a way that a mobile phone could be used in the classroom if available to each student?? A blog is also a great collaborative learning tool as people can follow and communicate to each other via one of theses sites. If learners were going to be away from the class for extended time a blog is a way that they could keep in contact with the other learners.  This could be a way for students to still remain social with their friends as well as keeping in touch with what is being learnt.
Another site to use to set up a blog is Wordpress.com
A quick summary has been concluded by using a SWOT analysis:
Strengths:
Can be used as a reflective tool
Engaging
Great way for peers getting to know each other and can be used as a form of providing comments
Weaknesses:
Does not allow for actual teaching to occur
Threats:
Learners may feel insecure about comments that may be placed on or about their own thoughts
It is like someone reading your personal journal
Opportunities:
The learning Manager can view how the learners are scaffolding their own learning and thinking.
Learning managers can access to mark of provide comments

Welcome to my blog...Take 2.....Introduction/First Impressions

Hi everyone, welcome again to my Managing E-Learning blog page.  It is through this blog that I will complete my assessment task 2. 
My learning experiences this week I must say have been a little like being on a roller coaster, very up and down yet in a odd way I have kind of enjoyed the ride so far and have learnt quite a few things.  This is my second attempt to set up my blog even though the first one worked to some extent.
One thing that I am a little nervous about is that I just hope that I am completing all of the course readings and not missing any. 
I am finding that the video presentations are not only informative but easy to follow and easy listening.  After listening and watching the Sir Ken Robinson presentation I realise that I have never thought of education this way.  The future is so unknown yet we as Learning Managers are told to educate for the future.  This made me realise that even for myself that if we don't make some commitment and attempt to keep up with learning using ICT's you have no other option but to fall behind.  This is something that would have slipped by me if I had not undertaken studying!  Something I also had not thought about was the point made by  Robinson (2007) suggesting that learners grow out of creativity.  What a different way to look at this.  I guess if we can keep the creative in thinking we will develop critical thinkers in the 21st century!
The presentation from  Buzan (2007) identified a Mind Map as   "A thinking tool that reflects externally what goes on in your head."  I feel that this is one tool that I could use more effectively throughout my lectures as sometimes I struggle to take down notes and listen constructively at the same time.  The use of pictures, symbols or both would also be effective! 
So basically reflecting on this weeks learning experiences I feel that everything is a little scary at first but after trying it and having a go it is quite rewarding when you either work something out yourself or when someone that knows can show you.  It has also been great to meet both through ICT's and then in person some new people that you don't even know are on your same campus.  Thanks for the help guys (girls) and nice to meet you all.

References
Robinson, K. (2007). Do schools kill creativity? Retrieved from http://moodle.cqu.edu.au/mod/resource/view.php?id=216207

Buzzan, T. (2007). Maximise the power of your brain-Tony Buzan: mind mapping. Retrieved from http://moodle.cqu.edu.au/mod/resource/view.php?id=216207

Image retrieved from

                                                                     rdroberson.wikispaces.com

Found this image while I was procrastinating about this course feel free to comment.