I was pleased to receive the following comment, recently posted to my synopsis from Inspiration Software. They have some fantastic ideas for visual learning and collaborative uses of ICT.
Link to comment.
Sunday, August 29, 2010
Friday, August 27, 2010
Synopsis
Sadi Myers s0136692
The first tool that I recommend, is the seemingly underestimated, Video Clip . The reason for this is that Video clips are an ideal example of a text that combines more than one mode, as all of the semiotic systems are essential for decoding to occur; linguistic, visual, spatial, gestural and audio. Throughout my blogging experience, I have also been learning,( for another course), about the benefits of multimodal text and what it means to be literate in the 21st century. I have found these understandings to be particularly relevant for the e-learning process.
By simple definition, multimodal text combines more than one mode of communication, such as words and pictures. Contemporary technology has changed what it means to be literate, therefore it is important to use different modes of literacy to fully enhance the learner’s capabilities, and develop critical thinking (Unsworth, 2001). Although videos are not necessarily viewed as a new technology, the aspects that make a video effective, and the skills needed to interpret them, are relevant to the skills needed to communicate in the 21st century.
Through learning about multimodality, I now also understand, that student’s learning can be enhanced when they simultaneously receive information from more than one channel/or mode. Mayer (2001 p1-13), for example, expresses how words and pictures together are more effective than words alone. Multimodal learning also results in significant gains in basic and higher order thinking (Fadel, p12-14). Therefore, a carefully considered video from sites such as YouTube or Brainpop, has the potential to not only engage learners, but may also assist the learners’ ability in being able to grasp complex concepts. YouTube Link & BrainPop Link
Using videos may be effective in engaging students and assisting them in learning new concepts, but, ‘knowing and understanding, requires the learner both to acquire information and integrate that information…’ (Marzono and Pickering p.51). Which brings me to the position of advocating; online concept mapping, or similarly, interactive graphic organizers (I found a range of very impressive and useful interactive graphic organizers on readwritethink.Org).
My experience with the suggested online concept mapping, had me questioning the benefits of these online tools, therefore, I initiated quite a few conversations about concept mapping. Amongst other things, I suggested an alternative programme called kidspiration, and also suggested that readwritethink.org had some similar tools, that may be more effective and easier to use.
I personally found readwritethink’s interactive online organizers better suited to organizing information, and for getting the ideas to flow. Organizers assist students in acquiring and integrating knowledge (Marzono ps,61-72). Organizers also assist in the extending and refining of knowledge. These type of organizers are also available on this site, such as the interactive Venn Diagram, (which helps students to understand and use the process of comparing, Marzono,p120).
Organizers Link
Thirdly, I love the idea of students having the opportunity to express themselves creatively, and meaningfully, through making their own movies. Movie making also suits educator purposes, such as presenting what students have been achieving with parents . I have gained an appreciation of Animoto Slideshow, because it is easy to use and looks effective. Animoto, however, may not suit all movie making purposes, and a full account is not free, unless you apply for an educator’s account. Making videos provides an opportunity for students to put their skills into practice , transform what they have learnt and develop new understandings. An important and meaningful aspect is that movies provide a medium for presenting information to an audience. The movie making process will also allow for collaboration, so learning is further enhanced. “Students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. (Kearsley, G. and Shneiderman, B,1998).
Animoto Link
After experiencing blogging, and what I now understand about Wikis, I feel online spaces, are very beneficial, if not essential to today’s learning environment. These tools are not only valuable for teacher collaboration and learning, but have the potential to facilitate and support students’ learning, as opposed to simply providing a computer for such purposes as research, I appreciate that online ‘spaces’ will enable me to place a range of tools needed to scaffold student learning in one ‘area’. It is also a relatively safe environment, helps to prevent information overload, and helps students from being bombarded with irrelevant information. ‘Spaces ‘such as Blogs and Wikis also encourage group social interaction and collaboration, and will allow students to be actively involved in the construction of their knowledge. This further enhances their learning (WA, Education Dept. 2010) About Blogging Link
Before my Blogging experiences, I perceived the use of ICTs as mostly being a passive experience, and I mostly associated ICT use with individual learning tasks. My thinking, however, has now been transformed, and I can now see the potential for collaboration when using ICTs . For this reason the ICT’s chosen in this synopsis align with the engagement theory approach, (Kearsley, G. and Shneiderman, B. ,1998), as they all have great potential to enhance student learning, when used in an engaging and collaborative way.
An important lesson I received through my blogging experiences and conversations, was to be mindful of the fact that technology is really just a tool, and it is what you do with it, and how, that is important. In order to effectively enhance learning, and meet the transformative, supportive, and facilitative aspects of learning, the teacher needs to consider the individual interests and needs of each learner, when designing tasks using ICT. Teachers should have a clear purpose for the planned use. (Thrupp,R, p7) Changes in thought Link
It is vital to provide the right balance of classroom tasks and strategies. Technological tools can be aligned to suit a range of different learning abilities and styles. Kinesthetic learners, for example can be provided with the opportunity to use clay and lego when creating animated videos.(Johnson and Lamb ,2007).
The first tool that I recommend, is the seemingly underestimated, Video Clip . The reason for this is that Video clips are an ideal example of a text that combines more than one mode, as all of the semiotic systems are essential for decoding to occur; linguistic, visual, spatial, gestural and audio. Throughout my blogging experience, I have also been learning,( for another course), about the benefits of multimodal text and what it means to be literate in the 21st century. I have found these understandings to be particularly relevant for the e-learning process.
By simple definition, multimodal text combines more than one mode of communication, such as words and pictures. Contemporary technology has changed what it means to be literate, therefore it is important to use different modes of literacy to fully enhance the learner’s capabilities, and develop critical thinking (Unsworth, 2001). Although videos are not necessarily viewed as a new technology, the aspects that make a video effective, and the skills needed to interpret them, are relevant to the skills needed to communicate in the 21st century.
Through learning about multimodality, I now also understand, that student’s learning can be enhanced when they simultaneously receive information from more than one channel/or mode. Mayer (2001 p1-13), for example, expresses how words and pictures together are more effective than words alone. Multimodal learning also results in significant gains in basic and higher order thinking (Fadel, p12-14). Therefore, a carefully considered video from sites such as YouTube or Brainpop, has the potential to not only engage learners, but may also assist the learners’ ability in being able to grasp complex concepts. YouTube Link & BrainPop Link
Using videos may be effective in engaging students and assisting them in learning new concepts, but, ‘knowing and understanding, requires the learner both to acquire information and integrate that information…’ (Marzono and Pickering p.51). Which brings me to the position of advocating; online concept mapping, or similarly, interactive graphic organizers (I found a range of very impressive and useful interactive graphic organizers on readwritethink.Org).
My experience with the suggested online concept mapping, had me questioning the benefits of these online tools, therefore, I initiated quite a few conversations about concept mapping. Amongst other things, I suggested an alternative programme called kidspiration, and also suggested that readwritethink.org had some similar tools, that may be more effective and easier to use.
I personally found readwritethink’s interactive online organizers better suited to organizing information, and for getting the ideas to flow. Organizers assist students in acquiring and integrating knowledge (Marzono ps,61-72). Organizers also assist in the extending and refining of knowledge. These type of organizers are also available on this site, such as the interactive Venn Diagram, (which helps students to understand and use the process of comparing, Marzono,p120).
Organizers Link
Thirdly, I love the idea of students having the opportunity to express themselves creatively, and meaningfully, through making their own movies. Movie making also suits educator purposes, such as presenting what students have been achieving with parents . I have gained an appreciation of Animoto Slideshow, because it is easy to use and looks effective. Animoto, however, may not suit all movie making purposes, and a full account is not free, unless you apply for an educator’s account. Making videos provides an opportunity for students to put their skills into practice , transform what they have learnt and develop new understandings. An important and meaningful aspect is that movies provide a medium for presenting information to an audience. The movie making process will also allow for collaboration, so learning is further enhanced. “Students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. (Kearsley, G. and Shneiderman, B,1998).
Animoto Link
After experiencing blogging, and what I now understand about Wikis, I feel online spaces, are very beneficial, if not essential to today’s learning environment. These tools are not only valuable for teacher collaboration and learning, but have the potential to facilitate and support students’ learning, as opposed to simply providing a computer for such purposes as research, I appreciate that online ‘spaces’ will enable me to place a range of tools needed to scaffold student learning in one ‘area’. It is also a relatively safe environment, helps to prevent information overload, and helps students from being bombarded with irrelevant information. ‘Spaces ‘such as Blogs and Wikis also encourage group social interaction and collaboration, and will allow students to be actively involved in the construction of their knowledge. This further enhances their learning (WA, Education Dept. 2010) About Blogging Link
Before my Blogging experiences, I perceived the use of ICTs as mostly being a passive experience, and I mostly associated ICT use with individual learning tasks. My thinking, however, has now been transformed, and I can now see the potential for collaboration when using ICTs . For this reason the ICT’s chosen in this synopsis align with the engagement theory approach, (Kearsley, G. and Shneiderman, B. ,1998), as they all have great potential to enhance student learning, when used in an engaging and collaborative way.
An important lesson I received through my blogging experiences and conversations, was to be mindful of the fact that technology is really just a tool, and it is what you do with it, and how, that is important. In order to effectively enhance learning, and meet the transformative, supportive, and facilitative aspects of learning, the teacher needs to consider the individual interests and needs of each learner, when designing tasks using ICT. Teachers should have a clear purpose for the planned use. (Thrupp,R, p7) Changes in thought Link
It is vital to provide the right balance of classroom tasks and strategies. Technological tools can be aligned to suit a range of different learning abilities and styles. Kinesthetic learners, for example can be provided with the opportunity to use clay and lego when creating animated videos.(Johnson and Lamb ,2007).
References
Fadel, C, CISCO,(2008), Multimodal Learning Through Media: What the Research Says, Cisco Systems Incorporated (p.12-14)
Johnson, L and Lamb, A (2007) ,Technology and Multiple Intelligences, Teacher Tap, Professional Development Resources for Educators and Librarians
http://eduscapes.com/tap/topic68.htm
Kearsley, G. and Shneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 26, 2010, from; http://home.sprynet.com/~gkearsley/engage.htm
Marzono R and Pickering, D, (1997) Dimensions of Learning Teachers Manual, 2nd ed, McRel ,Colorado, USA. P 51, 61-72,120
Mayer, R,( 2001), Multimedia Learning, Cambridge University Press, USA, p1-13
Thrupp,R, (2010), (CQuniversity) ,ICT Created diversity in the Classroom: The Contemporary Learner, ACEC 2010: Digital Diversity Conference 6-9 April 2010, Melbourne Australia.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University Press.
Western Australia, Department of Education(2010), Wikis in the Classroom, retrieved from:
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikis/index.htm
Johnson, L and Lamb, A (2007) ,Technology and Multiple Intelligences, Teacher Tap, Professional Development Resources for Educators and Librarians
http://eduscapes.com/tap/topic68.htm
Kearsley, G. and Shneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 26, 2010, from; http://home.sprynet.com/~gkearsley/engage.htm
Marzono R and Pickering, D, (1997) Dimensions of Learning Teachers Manual, 2nd ed, McRel ,Colorado, USA. P 51, 61-72,120
Mayer, R,( 2001), Multimedia Learning, Cambridge University Press, USA, p1-13
Thrupp,R, (2010), (CQuniversity) ,ICT Created diversity in the Classroom: The Contemporary Learner, ACEC 2010: Digital Diversity Conference 6-9 April 2010, Melbourne Australia.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University Press.
Western Australia, Department of Education(2010), Wikis in the Classroom, retrieved from:
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikis/index.htm
Wednesday, August 25, 2010
LINKS TO MY COMMENTS
15/8/10,23/8/10 Comments to Amy Kennedys' Blog
19/8/10, 23/8/10 Comments to Captain Kirk's Blog
23/8/10, 24/8/10 Comments to 7beardall
22/8/10 Comment to Cameron's Blog
23/8/10 Comment on Cameron's Blog
24/8/10 Comment on Cameron's blog
23/8/10, 24/8/10 Comments to Ornello Riggio's Blog
24/8/10 Comment on Rachel Martin's Blog
15/8/10, 24/8/10 Comment on Rachel Martin's Blog
23/8/10 Comment on Jessica's Blog
23/8/10 Comments on Natalie Raymond
18/8/10 Comments on Emma's Blog
Some responses to comments made on my own blog:
22/8/10, 23/8/10 Comments on my Mind Maps Blog
24/8/10 Comment on Blog about Blogging Blog
23/8/10 Comment on my Blog about Image
22/8/10, 23/8/10 Comment on my YouTube Blog
25/8/10 Comments/analysis on Brainpop movie
19/8/10, 23/8/10 Comments to Captain Kirk's Blog
23/8/10, 24/8/10 Comments to 7beardall
22/8/10 Comment to Cameron's Blog
23/8/10 Comment on Cameron's Blog
24/8/10 Comment on Cameron's blog
23/8/10, 24/8/10 Comments to Ornello Riggio's Blog
24/8/10 Comment on Rachel Martin's Blog
15/8/10, 24/8/10 Comment on Rachel Martin's Blog
23/8/10 Comment on Jessica's Blog
23/8/10 Comments on Natalie Raymond
18/8/10 Comments on Emma's Blog
Some responses to comments made on my own blog:
22/8/10, 23/8/10 Comments on my Mind Maps Blog
24/8/10 Comment on Blog about Blogging Blog
23/8/10 Comment on my Blog about Image
22/8/10, 23/8/10 Comment on my YouTube Blog
25/8/10 Comments/analysis on Brainpop movie
Tuesday, August 24, 2010
Interactives & Educational Video
I have mentioned earlier that read write think interactive organizers, may be another good alternative to getting the ideas flowing in literacy tasks, as opposed to using the concept map. Click on the readwritethink links below and have a go, I love them! Unfortunately a lot of read write think organizers are unable to be saved. The organizers are fantastic, however, to use when acquiring and integrating knowledge and also for extending and refining. The venn diagram provides an opportunity for students to use the skill of comparison. (Marzono and Pickering, 1997)
(Please see attached comments for further analysis).
Brainpop Video and Movie Link
The following you tube clip will explain brainpop (another one of my favourites !) and I have included a link to one of their free movies. Videos have more potential than what we may think!, as long as we use them properly. What do you think of these tools ? (Please see attached comments for further analysis).
Link to movie
Monday, August 23, 2010
Finally!, A Blog about Blogging !
Blogs are similar to other ‘spaces’, such as online classrooms, Web Pages, social networking sites and wikis, as it provides an online place to post content. The creator can post relevant text, videos, music, images, movies and games.
There are some reasons, why some sites are used instead of others. The main purpose of Blogs, for example, is to journal ideas and share conversation with others. The T main difference with Wiki, is its intention to be a shared space.
These sites are brilliant for allowing the educator to isolate the information needed, rather than risk the students getting overloaded, and lost in the vast amount of information available via the internet. For this reason, these sites can also offer a safer solution.
Blogs can be used to create a sense of belonging in the classroom, with students feeling safe to share their thoughts with their peers.
The potential of tools such as Wiki and Blogs seem endless:
- Students are provided with educational tools, games, homework help and tasks. They can post their questions.
–Can provide the scaffolding needed to achieve a final project, that can be done both at home and school.
- Sharing opinions about books read.
- Becoming pen friends with another class at school or even overseas.
-Show and Tell
-Journal entries
-Appropriate to current understandings of what it means to be literate in the 21st century.
-The teacher can communicate with peers, communicate with parents, and showcase student work.
Some difficulties with blogging, that may need addressing, include:
-computer access
-Online safety.
-Ensuring friendly and safe student comments.
-Children may also need to be placed in groups for commenting purposes, but not be limited to who they follow (great for ‘round robin’ activity). This may help to prevent any feelings of inadequacy and students being followed more than others !
References
See: http://www.edna.edu.au/edna/go/schooled/school_theme_pages/pid/542
for lots of links on blogging.
See: Web 2.0 in the classroom by Black, J, Using Blogs to Promote Authentic Learning in the Classroom, January 7 2008
http://web20intheclassroom.blogspot.com/2008/01/blogging-in-classroom-why-how-and-lots.html
(Very good Blog about Blogs, with lots of good links to research and websites).
There are some reasons, why some sites are used instead of others. The main purpose of Blogs, for example, is to journal ideas and share conversation with others. The T main difference with Wiki, is its intention to be a shared space.
These sites are brilliant for allowing the educator to isolate the information needed, rather than risk the students getting overloaded, and lost in the vast amount of information available via the internet. For this reason, these sites can also offer a safer solution.
Blogs can be used to create a sense of belonging in the classroom, with students feeling safe to share their thoughts with their peers.
The potential of tools such as Wiki and Blogs seem endless:
- Students are provided with educational tools, games, homework help and tasks. They can post their questions.
–Can provide the scaffolding needed to achieve a final project, that can be done both at home and school.
- Sharing opinions about books read.
- Becoming pen friends with another class at school or even overseas.
-Show and Tell
-Journal entries
-Appropriate to current understandings of what it means to be literate in the 21st century.
-The teacher can communicate with peers, communicate with parents, and showcase student work.
Some difficulties with blogging, that may need addressing, include:
-computer access
-Online safety.
-Ensuring friendly and safe student comments.
-Children may also need to be placed in groups for commenting purposes, but not be limited to who they follow (great for ‘round robin’ activity). This may help to prevent any feelings of inadequacy and students being followed more than others !
References
See: http://www.edna.edu.au/edna/go/schooled/school_theme_pages/pid/542
for lots of links on blogging.
See: Web 2.0 in the classroom by Black, J, Using Blogs to Promote Authentic Learning in the Classroom, January 7 2008
http://web20intheclassroom.blogspot.com/2008/01/blogging-in-classroom-why-how-and-lots.html
(Very good Blog about Blogs, with lots of good links to research and websites).
Sunday, August 22, 2010
Images: Bush Tucker
This is an image retrieved from Flickr. The photo shows an Indigenous Australians' hands holding a Witchety Grub. Units of work that could use this photo to engage and initiate conversation, could be, those that involve learning about the Australian environment and people, insects, life cycles, and units that include learning about food. In particular traditional indigenous food(or 'bush tucker'), would be included when learning about food production, cooking and health.
There is a wonderful quick time video available through the learning place of indigenous children collecting bush tucker. I had difficulties embedding this in my blog, as I think it was protected ?, Has anyone successfully done this ? I had the same problem with the learning objects ?
Tuesday, August 17, 2010
Prezi
Powerpoint is a fantastic way to deliver a multimedia presentation. If powerpoint is used effectively, it has the potential to help a diverse range of students understand and communicate through a variety of ways. Powerpoint can enhance learning and engage students . Powerpoint is not so effective if there is too much unnecessary information used, or when time is spent on the look rather than the focus.
Prezi is a presentation tool that is new to me and slightly difficult to understand at first, particularly because I am used to using Microsoft powerpoint. It took me a while to get over the fact that I was not making separate slides. Prezi has the user mapping out the information (video, text, images…) on the same page and then choosing the order in which it is delivered.
I can see Prezis’ educational potential straight away. I particularly like the way it seems to encourage getting straight to the point of what is needed to be communicated, rather than filling slides up with written information (Maybe it is just because I am not sure yet how to add lots of text, without filling up the whole ‘page’, or it could be because it seems to encourage more of a visual experience). Prezi looks great, and the way information can be zoomed in and out is effective in catching the attention and emphasizing particular information.
I also really like the way Prezi is similar to concept mapping or mind mapping, so is therefore helpful in getting the ideas flowing and across to the intended audience. I will need some practice, however, in showing only one idea at a time (through ‘hiding’ information I do not want to have shown yet and by working with a larger space ?), I also had a chosen ‘pathway’ for my Prezi, but it doesn’t seem to ‘work’ in my intended way, now that I have added it to my blog ?
References
http://prezi.com/hgjm18z36h75/why-should-you-move-beyond-slides/
Teachnology (2010) Powerpoint beyond the classroom what’s all the hype ?
http://www.teach-nology.com/tutorials/powerpoint/
Sunday, August 15, 2010
Movie Maker (using Animoto Slideshow)
I have used both photostory and windows moviemaker for university assignments. I am also familiar with assisting students to use these video making tools for classroom tasks. I am currently addicted, however, to using Animoto to create videos.
Animoto is similar to movie maker and photostory, but easier to use. Animoto Slideshow.com, produces professional looking, rendered videos, using still and/or moving images. You can either use the images they provide or upload them from your computer. Text can also be added. Apparently Animoto analyzes the music chosen to produce unique videos. Animoto states that they use a patent pending, cinematic artificial intelligence, that thinks like an editor and director. See the video I have created with animoto,above, using my free Animoto educators account.
Downfalls of using Animoto:
-Only allows 30 seconds for free. Educators, however can apply for a free account for themselves and their classroom.
-Adding longer text at one time, also appears to be difficult, although I have heard people use powerpoint slides to do this, and then upload the slide.
-If wanting to add voice, then a program such as audacity would also need to be used.
-Mostly limited to an automatic look and finish.
- limited choice in the amount of time each image is shown.
-connected online (although user is password protected)
Opportunities:
-Animoto is quick, easy and fun for students to use.
-Students can use Animoto in lessons or units of work which include student presentations and video making.
-Animoto would also be a good way for teachers to showcase student work and share information with parents.
- A good way to visually impart information to students.
- Outcomes of Student generated digital video use- "include traditional and new literacies, autonomous behaviour, intrinsic motivation and metacoqnitive skills" (Schuck and Kearney 2004)
Saturday, August 14, 2010
You Tube Video
The above music video can be found on you tube (a video sharing site). This video looks like a children's show because of the animal characters and animation, but may be inappropriate for a younger audience. The video contains a strong environmental message, refers to humans as being enemies and is opposed to eating meat. The video also has some moderately strong images of the way humans treat animals, and uses the term 'make love, not war'. The video also suggests that the animals might seek revenge!!
For older children, however, this video could be an engaging way to begin a SOSE unit that explores environmental themes, and the different perspectives and groups involved. The video could also provide a good writing stimulus, particularly if wanting students to write from different points of view (perhaps as one of the animals). The video could also be a good way to introduce different writing purposes and styles, such as persuasive writing.
What do you think, would you use this video, or is it too controversial ?
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