able appropriate areas around audience based beginning broad complete content course created design developer engage enough ensure generally identify ill-structured insufficient interventions key kinds known learner learning messy model opportunity problem process real-world resources scaffolding scenarios stage successfully sufficient suggests supports tasks third tools
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education 20(2), p.240-254
Wednesday, August 12, 2009
Tag Crowd
Tagcrowd is a good tool for help students visualise what they have read through out a text. Tagcrowd reinforces the main words through out the text, which can add as a reminder for students. Tagcrowd is also a good resource for students to have when presenting their own work. This tool allows them to create a professional and visually pleasing image that captures the audiences attention and focus. Providing students with tools such as these builds to their 'resources bank' and can be used through out all of their work. Allowing students a wide range resources promotes learning and engagement by fostering a multi model learning environment. This teaching aspect relates heavily to the Learning Design Framework derived by Oliver (1999).
Edheads and E- Books
What are Edheads and E-Books?
These two tools are both websites that have the possibilities to engage and motivate students. Edheads is a site that allows virtual experiences for students. This includes things such as knee reconstructions performed by students with help from expert information. E-Books is a tool that allows people to create their own virtual book completely in their own style.
How can these tools be incorporated into my classroom?
These tools can be Incorporated in many ways to promote learning within the classroom. E-Books in particularly would be an excellent and unique way for students to present their work for assessment or presentation. Students would easily be able to work in group situations to create their own E-Book to represent their research or work in an effective way. This relates heavily to the Engagement Thery as it provides real situations for studets to present their work as well as handing over the control to the studnets. (Keirley & Schneiderman, 1999)
Edheads is also very unique in the way in which it engages students learning. This site directly relates to the Learning Design Framework, as it requires students to work with and solve authentic situations and problems created in the 'real world'. (Oliver, 1999)
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 4, 2009. from: http://home.sprynet.com/~gkearsley/engage.htm
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education 20(2), p.240-254
These two tools are both websites that have the possibilities to engage and motivate students. Edheads is a site that allows virtual experiences for students. This includes things such as knee reconstructions performed by students with help from expert information. E-Books is a tool that allows people to create their own virtual book completely in their own style.
How can these tools be incorporated into my classroom?
These tools can be Incorporated in many ways to promote learning within the classroom. E-Books in particularly would be an excellent and unique way for students to present their work for assessment or presentation. Students would easily be able to work in group situations to create their own E-Book to represent their research or work in an effective way. This relates heavily to the Engagement Thery as it provides real situations for studets to present their work as well as handing over the control to the studnets. (Keirley & Schneiderman, 1999)
Edheads is also very unique in the way in which it engages students learning. This site directly relates to the Learning Design Framework, as it requires students to work with and solve authentic situations and problems created in the 'real world'. (Oliver, 1999)
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 4, 2009. from: http://home.sprynet.com/~gkearsley/engage.htm
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education 20(2), p.240-254
Wikipedia
Wikipedia can be a great tool if you are looking for a very quick answer and already have a fair idea about the topic. This is helpful, as Wikipedia can be changed and edited by any member of the public and therefore the information may not be correct.
I am guilty of using Wikipedia but I am aware of the importance of being critical when reading the information posted on this site. As this tool is usually one of the top hits on google when there is a topic typed in, students need to be aware of this feature as well.
If a learning manager scaffolds students to think critically when reading the information on Wikipedia I believe it can be a great tool for information. This also aids in improving students critical literacy skills and higher order thinking skills. (McInerney & McInerney, 2002)
Overall I think Wikipedia can be effective if used with a critical eye and for this to work within a classroom, students need to be taught how to do this.
Visit Wikipedia here.
McInerney, D., & McInerney, V. (2002). Educational psychology: Constructing learning. Frenchs Forest, NSW, Australia: Pearson Education.
I am guilty of using Wikipedia but I am aware of the importance of being critical when reading the information posted on this site. As this tool is usually one of the top hits on google when there is a topic typed in, students need to be aware of this feature as well.
If a learning manager scaffolds students to think critically when reading the information on Wikipedia I believe it can be a great tool for information. This also aids in improving students critical literacy skills and higher order thinking skills. (McInerney & McInerney, 2002)
Overall I think Wikipedia can be effective if used with a critical eye and for this to work within a classroom, students need to be taught how to do this.
Visit Wikipedia here.
McInerney, D., & McInerney, V. (2002). Educational psychology: Constructing learning. Frenchs Forest, NSW, Australia: Pearson Education.
Monday, August 10, 2009
You Tube
I love this video and I think it really sums up what this course is all about. This really put it in to perspective for me and I think every teacher should watch this.
How can I use You Tube in my classroom?
Considering the world wide phenomenon that is You Tube, there is no denying that it is an excellent resource and tool. You Tube could be used in classroom in a variety of ways to engage, inspire and motivate students. This tool enables students to see what happens all around the world both good and bad. You Tube can be used in a number of different ways such as, exposing students to situations that they have never been in, providing expert opinions for student research, exposing students to new and exciting ways to present information. This relates to both the Engagement Theory (Keirley & Schneiderman, 1999) and the Learning Design Framework (Oliver, 1999) as creates authentic, engaging and complex learning experiences when used in a variety of ways.
I believe You Tube is a very valuable resource to be used in classroom to motivate and encourage students to do their best. I think You Tube can engage learners and does not enrage them, and that has to be good!
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education 20(2), p.240-254
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 4, 2009. from: http://home.sprynet.com/~gkearsley/engage.htm
Picnik
Picnik is a very useful tool for everyday day use as it allows you to edit and manipulate images. This could be useful within the classroom by showing students that images can represent very different things. This promotes students thinking at a higher level in Blooms Taxonomy (McInerney & McInerney, 2002) For example if you look at the above pictures, although they are the same image that can be seen as representing totally different things.
I think that this is an important point for students to consider but this point can also be made through many other activities or tools. In saying this Picnik does provide a very interactive and engaging way of showing students that images can represent many things.
McInerney, D., & McInerney, V. (2002). Educational psychology: Constructing learning. Frenchs Forest, NSW, Australia: Pearson Education.
WebQuests
What is a WebQuest?
A WebQuest is a tool that provides a series of activities or learning experiences for students to explore. A WebQuests focus is on students using information rather then finding it and to use the information to make decisions and actions. A Webquest also provides structure for both students and teachers and encourages students to use their higher order thinking skills - Blooms Taxonomy.
How can I use WebQuests in my classroom?
I think WebQuests are a very exciting and engaging tool that can be used very effectively within the classroom to scaffold learning. As a learning manager I could use this in a variety of ways such as, individually or with the class via a interactive whiteboard. This tool could also be used to promote group work, Independence and 'real' learning for the students. Using webQuests in this way directly relates to both the Engagement Theory (Keirley & Schneiderman, 1999) and Learning Design Framework (Oliver, 1999).
Webquests provide an alternative to a more traditional classroom as it allows students to work through a series of stages to an overall goal with minimal teacher in put. This would allow students to create a sense of ownership over their learning as well as pride at the end of their task. (Keirley & Schneiderman, 1999) For this to be effective independent work teachers would have to monitor students work regularly to ensure they were on track.
I personally like the idea of a WebQuest as it allows students to draw their own conclusions and ideas with the given information, along with with educating them on the particular topic.
WebQuests provide an excellent opportunity for students to be engaged and be involved in real learning.
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 4, 2009. from: http://home.sprynet.com/~gkearsley/engage.htm
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education 20(2), p.240-254
A WebQuest is a tool that provides a series of activities or learning experiences for students to explore. A WebQuests focus is on students using information rather then finding it and to use the information to make decisions and actions. A Webquest also provides structure for both students and teachers and encourages students to use their higher order thinking skills - Blooms Taxonomy.
How can I use WebQuests in my classroom?
I think WebQuests are a very exciting and engaging tool that can be used very effectively within the classroom to scaffold learning. As a learning manager I could use this in a variety of ways such as, individually or with the class via a interactive whiteboard. This tool could also be used to promote group work, Independence and 'real' learning for the students. Using webQuests in this way directly relates to both the Engagement Theory (Keirley & Schneiderman, 1999) and Learning Design Framework (Oliver, 1999).
Webquests provide an alternative to a more traditional classroom as it allows students to work through a series of stages to an overall goal with minimal teacher in put. This would allow students to create a sense of ownership over their learning as well as pride at the end of their task. (Keirley & Schneiderman, 1999) For this to be effective independent work teachers would have to monitor students work regularly to ensure they were on track.
I personally like the idea of a WebQuest as it allows students to draw their own conclusions and ideas with the given information, along with with educating them on the particular topic.
WebQuests provide an excellent opportunity for students to be engaged and be involved in real learning.
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 4, 2009. from: http://home.sprynet.com/~gkearsley/engage.htm
Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education 20(2), p.240-254
Sildeshare
What is Sildeshare?
Slide share is an easy tool, which allows people to create and share slide shows. This website enables you to access and use slideshows that others have created in your own way.
How could Slideshare help within my classroom?
Slide share would help with teaching in my classroom by allowing students to view and examine a finished power point. This will therefore guide students in their thinking when creating their own and can also open their minds to new aspects that they may not have thought of.
I could also use slide share within my classroom by incorporating the slides to enrich my learning experiences. The slides would provide the students with other perspectives provided by the people who have created the slides. This aspect directly relates to the Engagement Theory (Keirley & Schneiderman, 1999) as it provides multiple perspectives for students. This could therefore provide opportunities for students to see other opinions that may differ to my own.
Although slide share is a resourceful tool, within my teaching I would have to ensure that students are able to distinguish between credible and incredible sources.
Visit a Slide show on Blogs here.
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 4, 2009. from: http://home.sprynet.com/~gkearsley/engage.htm
Slide share is an easy tool, which allows people to create and share slide shows. This website enables you to access and use slideshows that others have created in your own way.
How could Slideshare help within my classroom?
Slide share would help with teaching in my classroom by allowing students to view and examine a finished power point. This will therefore guide students in their thinking when creating their own and can also open their minds to new aspects that they may not have thought of.
I could also use slide share within my classroom by incorporating the slides to enrich my learning experiences. The slides would provide the students with other perspectives provided by the people who have created the slides. This aspect directly relates to the Engagement Theory (Keirley & Schneiderman, 1999) as it provides multiple perspectives for students. This could therefore provide opportunities for students to see other opinions that may differ to my own.
Although slide share is a resourceful tool, within my teaching I would have to ensure that students are able to distinguish between credible and incredible sources.
Visit a Slide show on Blogs here.
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 4, 2009. from: http://home.sprynet.com/~gkearsley/engage.htm
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