Reflection Task Add a reflection to your blog that addresses your perceptions of where and how Authentic Learning can be valuable in your teaching context. 1. Definition of Authentic Learning Steve Revington (n.d.) defines Authentic Learning as "real life learning", where learners are encouraged "to create a tangible, useful product to be shared with their world." (Revington, n.d.). Revington adds the following points about Authentic Learning:
Value of Authentic Learning in my teaching - the Where & How I see authentic learning being valuable in all areas of my teaching. An example is shown below: Area: IT Possible project: Learning to code in Java by designing a program to enable children with learning difficulties to use a simple keyboard on-screen by clicking a mouse. SAMR application:
As the below picture shows (Figure 1), this is learning over schooling! Authentic Learning is better than schooling - being taught to answer questions! Students need to learn how to think in meaningful and productive ways that will enhance their lives and the lives of others. As Revington (n.d.) said; education is "to prepare students for the real world. To do that we need to get "real" in education." References Revington, S. (n.d.). Defining Authentic Learning. Retrieved from http://authenticlearning.weebly.com/
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Reflections 5.1-5.3 Presentation tools
You will note that there are no embedded reflections for each of the presentation tools covered this week. You should be familiar with the focus of the reflections. Generically, you will write a blog reflection, identifying the learning purpose of accessing, creating and sharing presentations. You will consider your pedagogy, and content and question how presentations of different types will be supportive of learning in your own teaching context. You will use the SAMR model to propose the use of presentation technologies (both learner-accessed, and learner-generated) in your own classrooms at each level of the model.
Timeline Creators
Timelines "have become an indispensable part of the learning experience as they enable students to participate more actively in learning and acquire knowledge the easy way." (Pappas, 2013). I remember doing timelines when I went to school and also studying them in Bible School. I find them an excellent way to discover information and gain an understanding of how our society and different things (such as computers), have developed over time. I have reviewed the following timeline creator and have the following comments:
Reference List
Pappas, C. (2013). TOP 10 Free Timeline Creation Tools For Teachers. Retrieved from https://elearningindustry.com/top-10-free-timeline-creation-tools-for-teacherselearningindustry.com/top-10-free-timeline-creation-tools-for-teachers. Reflections 5.1-5.3 Presentation tools You will note that there are no embedded reflections for each of the presentation tools covered this week. You should be familiar with the focus of the reflections. Generically, you will write a blog reflection, identifying the learning purpose of accessing, creating and sharing presentations. You will consider your pedagogy, and content and question how presentations of different types will be supportive of learning in your own teaching context. You will use the SAMR model to propose the use of presentation technologies (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. 1. Prezi Prezi is fantastic - I will use it for my Embedded Task. 2. New and Different Tools 2a. Interactive Digital Maps On his website Richard Byrne (2012) has an excellent article titled '21 Map Creation Tools for Students and Teachers', using this resource I reviewed the following two on-line map creators and have the following comments:
2. Using Video in the Classroom Using the SAMR model the following is an example of what can be used in the classroom with video:
Reference List
Byrne, R. (2012). 21 Map Creation Tools for Students and Teachers. Retrieved from http://www.freetech4teachers.com/2012/06/21-map-creation-tools-for-students-and.html
Reflections 5.1-5.3 Presentation tools
You will note that there are no embedded reflections for each of the presentation tools covered this week. You should be familiar with the focus of the reflections. Generically, you will write a blog reflection, identifying the learning purpose of accessing, creating and sharing presentations. You will consider your pedagogy, and content and question how presentations of different types will be supportive of learning in your own teaching context. You will use the SAMR model to propose the use of presentation technologies (both learner-accessed, and learner-generated) in your own classrooms at each level of the model.
1. PowerPoint
For this reflection I focused on PowerPoint. PowerPoint is a part of the Microsoft (MS) Office Suite of programs and as such is very common in schools. There are many advantages with using the program in the classroom, including the fact that it is very easy to learn to use and produce excellent slide shows. Another advantage is that due to being a part of the MS Office Suite, students using MS Word will already be familiar with the icons used in the program (El-Ikhsan, 2010). The course material had the following excellent points regarding PowerPoint:
To demonstrate my technical skills in this area, I followed the instructions to make an interactive slide show to create my Interactive PowerPoint Presentation. I then saved this as a video and uploaded it to YouTube. It is a quiz on fun facts for Java Programming! I also added music in the YouTube video editor, then embedded the video into this blog post. Comments on the video production:
2. Using Video in the Classroom
Using the SAMR model the following is an example of what can be used in the classroom with video:
Reference List
Boundless, (n.d.). The Advantages and Disadvantages of PowerPoint. Retrieved from https://www.boundless.com/communications/textbooks/boundless-communications-textbook/preparing-and-using-visual-aids-16/using-powerpoint-and-alternatives-successfully-85/the-advantages-and-disadvantages-of-powerpoint-323-5654/ El-Ikhsan, (2010). THE ADVANTAGES AND DISADVANTAGES OF TEACHING BY USING MICROSOFT POWERPOINT. Retrieved from https://penalido.wordpress.com/the-advantages-and-disadvantages-of-teaching-by-using-microsoft-powerpoint/
Reflection 4.3 Video
Write a reflection that documents your exploration of video use and creation. Then think of your pedagogy, and content. How could the use of student generated, and student accessed video be supportive of learning in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of video (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. In this exploration, you may wish to assess a range (your choice) of tools for video production as well as video resources online.
1. Document your exploration of video use and creation
My exploration was through the links to readings and examples in the weekly material. There is so much material to go through and explore, so I had to be selective! These are some of the things that stood out to me: a) Video use There is great potential for a greater use of video in the classroom than what I realised. Video is not just for providing information to students, but can be used as a means of creation by students in numerous projects and even assessments. Richard Byrne in The Practical Ed Tech Handbook, (which is packed with such useful information - I have downloaded it for future reference), lists the following "Six styles of classroom video projects" (Byrne, 2016):
Figure 1
b) Video Creation
Figure 2
- Thinglink - amazing! They have a specific part of their site especially for education, with mobile apps and a 360 degree photo editor. There is a free plan to explore the potential for use in education as well.
Reference List Byrne, R. (2016). The Practical Ed Tech Handbook. Retrieved from https://app.box.com/s/jw3v4nprrqz0nex4qbgb1zhzi54aacst.
2. Using Video in the Classroom
Using the SAMR model the following is an example of what can be used in the classroom with video:
Reflection 4.2 Podcasts Write a reflection that documents your exploration of podcasting. Then think of your pedagogy, and content. How could the use of podcasts or audio recording be supportive of learning in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of audio (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. 1. My Exploration of Podcasts Well, surprising as it may sound, I have recently been involved in producing prodcasts for my local Church and uploading them to the internet! A friend of mine, Greg, who looks after a number of the media functions in a Church in Sydney recently visited and set up a podcast account for our Church. It took me a long time to produce our podcasts, but I have successfully edited, produced cover art and uploaded 9 episodes! My exploration of podcasting was to look at different podcast services, concentrating on free services to see which would be the best for me to use. When my friend from Sydney showed me the podcast site they used and set up an account for our Church I used that one - which is free and very easy to use. The process I have used to produce a podcast is as follows:
I have found that this site looks better on a mobile device in the web browser (Figure 1), or within the app for the podcast host (Figure 2). I edit the sound file and upload it on my phone. The art is the only part that I do on a computer, as I make a custom size picture in Canva (the pixel size is specified by the podcast host site), which I have found easier to do on a computer than a mobile. I always use royalty-free images for the art also. 2. How could the use of podcasts or audio recording be supportive of learning in your own teaching context?
The Podcasting in Education wiki lists a number of extremely useful suggestions for using podcasts in education, such as a means to publishing students' work, and also in interviewing guests who are experts on the subject being taught (Podcasting in Education, 2017). One of the great advantages with podcasts isthat people can subscribe to the channel and receive updates when new episodes are added (Fryer, 2010). These feeds can automatically download the new episodes to computers, mobile phones or tablets as the user requires (Fryer, 2010). Using the SAMR model, the following is an example of how I could use podcasting as I teach: Substitution - Request the students to record their progress of a particular area of learning as video or sound files, rather than recording this in exercise books. Augmentation - New features that improve the task are added. These include the use of video or voice recording and editing programs, as well as programs needed to upload and then download and listen to podcasts (such as sermon.net's website and app). Modification - There is a change from the use of pens and paper to a much more modern method of recording progress. Redefinition - The technology allows for the student's work to be shared with other class members as well as the teacher. Reference List Fryer, W. (2010). podcasting. Retrieved from http://teachdigital.pbworks.com/w/page/19791094/podcasting. Podcasting in Education wiki, (2017). Podcasting in Education. Retrieved from http://podcasting-in-education.wikispaces.com/. Reflection 4.1 ImagesWrite a blog reflection, identifying the learning purpose of a) using images/visual representations created by others, and b) learner-generated images/visuals. Then think of your pedagogy, and content. How could the use of images/visuals be supportive of learning in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of images/visuals (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. I will come back and do this blog post later - when I have more time!
Task: (i) Explore image creation and manipulation and upload and describe your manufacturing process in your blog. (ii) Reflect in your blog on any online image repositories or sources of interest in your curriculum area such as (just for a start): ....... http://www.openculture.com/free_k-12_educational_resources uncategorized Explore: I decided to use the on-line Photo Editor 'Be Funky' as I used the app with the same name on my phone a while ago. I explored the editor by selected one of their images to edit and then working through all of the tools on the left side menu bar to gain a better understanding of how they work (Figure 1) for the Edit' feature. I then used the other tools to experiment with manipulating the image. There is a very handy menu that pops up called 'History' (Figure 2) that can be used to return the image to the original or previous edits. 'Control+Z' also works for 'undo'. I used the saved images to further enhance my experience and expertise with Weebly by creating a slideshow which I have placed at the top of this blog post. Reflect:
I chose the 'Open Culture' website and found it to be fantastic! I did not know that there were sites like this. I have searched for things such as 'Free Spanish Lessons' before and just gone through each website. Using this as a base for a learning experience to explore the site, this are some of the resources I found links to:
Not only this, but there are also resources such as a link to Calibre, an electronic library manager that I actually look at and downloaded years ago. Overall I have found this site to be excellent and bookmarked it for future reference as I know I will be needing all the help I can get with resources when I start teaching! Weebly
For the learning activity for this reflection I made a website using Weebly that I could actually use in the classroom. I designed the website in a way that would be easy for students to navigate, with the website simply providing links to three Financial Statements, with a page for each. The website is live and can be found at the following address: http://jeffsaccountingclass.weebly.com/ The below is a SAMR model comments on the website: Functionality of a Wicki Wickis are used by many different industries, and in the context of schooling, by many different schools. The website "Envato", in it's tutorial on Wickis quotes Ward Cunningham, whom it calls the "father of the wicki" (Envato, 2017) as follows: "The idea of a "Wiki" may seem odd at first, but dive in, explore its links and it will soon seem familiar. "Wiki" is a composition system; it's a discussion medium; it's a repository; it's a mail system; it's a tool for collaboration. We don't know quite what it is, but we do know it's a fun way to communicate asynchronously across the network." My Example Below is an example of how I could use a Wicki in my own teaching context: REFERENCE LIST
Envato (2017). What Are Wikis, and Why Should You Use Them? Retrieved from: https:// business.tutsplus.com/tutorials/what-are-wikis-and-why-should-you-use-them--cms-19540 |
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