Signing up with Slideshare!

Slideshare is a web based program which allows an online community a place to upload and share their work whether it be documents, powerpoints or adobe portfolios (Slideshare, 2009). Not only does this free program allow you to search and view slides made public by other users but it also gives you the choice of selecting and controlling your own privacy settings. Which within an educational environment is vital especially if students are interacting with the website and account. While using this program I found it interesting and seemingly easy to use when uploading the powerpoint, of course with help from the good old 'help toolbar.' The following powerpoint I have uploaded is based around a recent assessment piece our group (Hannah and Kobi) completed on Authentic Assessment. Although this is not the powerpoint we used in the presentation but one I have quickly done up with some of the main points highlighted. As you may find out there is no narration currently on the powerpoint this is due to my limited resources available at this point in time to access a computer / microphone that will actually do what it is told and work for me (technology!). Although after reading others posts and having a sift around the slidecast application myself it seems that it is a tedious task to do and could easily be done within the powerpoint itself.

Authentic Assessment

View more presentations from amandawischusen.

http://www.slideshare.net/amandawischusen/authentic-assessment-1871532

If this program was to be used within a classroom I feel that this could easily be incorporated within the learning design processes under Oliver's resource and learner support frameworks (as cited in Australian University Teaching Committee, 2003). The use of this program can be incorporated in several different ways within the classroom to not only enhance the students knowledge and skills base but it can be used as an effective resource in catering for all learner needs as it encompasses various multiple intelligences through the promotion of being able to confer, synthesise, discuss/brainstorm, view and hear (Cheek, 2006) skills and knowledge. This can be done through embedding powerpoints within classroom blogs or wikis which can assist students within their current learning experiences or can provide them with a revision tool for an upcoming assignment or test. The educator could also give students the link to the account which they can access at anytime anyplace and not have the additional costs and wastage of paper and photocopying for particular slides or documents they might need. It can also be an effective resource in helping to enhance students knowledge within a certain topic by exploring others work but could also help them enhance and refine their ideas to present or compile a good presentation or written assessment piece.

Overall this is an effective and engaging tool in which can be used within the classroom to ensure students are provided with resources and support to enhance their knowledge and skills base. When operating this program care must be taken not only to ensure student safety but also ensure that this program is used meaningfully and structured in order to provide student support, scaffolding their learning journey.

References

Australian Universities Teaching Committee. (2003). Learning Design. Retrieved August 10, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm

Cheek, B. (2006). Multiple Intellegences. Retrieved August 14, 2009, from http://www.gp-training.net/training/educational_theory/multint/multint.htm

Slideshare. (2009). Slideshare. Retrieved August 10, 2009, from

The Wonderful World of WikiPedia!

Wikipedia Encyclopedia is continuously criticised for its shift from the traditional expert driven encyclopedia as it encompasses collaborative articles contributed by volunteers world wide (Wikipedia, 2009). This free web based encyclopedia is a non profit foundation which allows individuals to add or delete information in regards to a particular topic, although issues do arrive as to whether the information added by an individual is viable and accurate (Wikipedia, 2009). This collaborative and multilingual (Wikipedia, 2009) wiki (for more information on wikis is available on a previous blog) can be a useful website within the classroom as it can be a quick and easy reference point for students to obtain knowledge on a specific subject giving them the ability to further research information on the web using other resources.

Throughout my schooling years Wikipedia has been a website we have been told to AVOID AT ALL COSTS! Due to its unreliability many educational institutes do not allow its use as a form of gathering knowledge and using it as an academic reference. Due to this I have unfortunately never had the opportunity to explore this program and I was pleasantly surprised to see the amount of credible information that is on the site. After exploring the many pages on Wikipedia my views have changed in regards to its reliability as a source and its use as an educational tool. If you take the time to check its references to decipher the graffiti from the academic sources you will be pleasantly surprised like myself to find interesting and useful facts and resources that can be incorporated into the classroom.

While on my exploration of the site I came accross some of Wikipedia's sister projects. One sister project in which I thought would be a fantastic tool to incorporate within the classroom would be the Wikibooks. This wikimedia community is just like an online library with over
30 000 books created and edited by the online community (Wikibooks, 2009). Within this you can access a variety of books within different subject areas but my favourite by far is Wikijunior books for children. The books within this area are written by an online community of writers and teachers while being child friendly and reliable (Wikibooks, 2009).

Both Wikipedia and the Wikibooks (wikijunior) can be incorporated as pedagogical tools to help enhance the knowledge and skills of students within the classroom. Within a unit of work such as 'spinning in space' students could use Wikipedia to establish some ground knowledge within the area from here students can direct their own learning by establishing the direction of their learning by choosing what to study. Once this has been established the LM can incorporate the use of the Wikijunior books to enhance student knowledge and assist them within their learning journey, this could also be used as a means to spark brainstorming between the students on the subject. The use of the Wikipedia Encyclopedia and wiki book could be incorporated into learning design under Olivers resource framework (as cited in Australian University Teachers Committee, 2003). This learning design is focused on the Solar system and incorporates resources (Wikipedia and Wikibooks) which are ICT mediated and can be used as an effective pedagogical tool to scaffold the students learning through teacher support.

Wikipedia and its several sister projects (for more information head to the Wikipedia home page) can prove to be an effective tool within the classroom. Although the LM must ensure that these are used meaningfully and are not just 'slapped' into the presentation to make it look effective.

References

Australian University Teachers Committee. (2003). Learning Design. Retrieved August 14, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm

Wikibooks. (2009). Wikibooks. Retrieved August 14, 2009, from http://en.wikibooks.org/wiki/Main_Page

Wikibooks. (2009). Wikijunior. Retrieved August 14, 2009, from http://en.wikibooks.org/wiki/Wikijunior

Wikipedia. (2009). Wikipedia. Retreived August 14, 2009, from http://en.wikipedia.org/wiki/What_is_wikipedia

Discovering the pedagogical world of WebQuests.....

A WebQuest can be a useful, engaging and interesting learning tool which encompasses the various benefits of the wide world web. Dodge (2007) defines WebQuests as being "an inquiry orientated activity in which some or all of the information that learners interact with comes from resources on the internet." WebQuests are emphasised for their ability to incorporate authentic and meaningful tasks within the classroom while linking to the various resources available on the internet (March, 2003). They need to based around a problem or question that can enhance the students higher order thinking skills and collaborative skills.

The use of this as a tool within the classroom is an effective means in incorporating students within the decision making processes while self directing their own learning. By allow students to move through different stages of work at their own pace choosing the direction they are going, they are making decisions about their learning and reflecting on the paths they have chosen. This according to Siemens (2004) is itself a learning process, which allows the students to choose the meaning and incoming information which is seen through a lens of a shifting reality. Their decisions can impact the solution or answer by showing that even though it may be the right answer now it may be wrong tomorrow due to alterations that can occur in the information climate which may affect the decision (Siemens, 2004). The use of WebQuests also incorporates the frame work of the Engagement Theory developed by Kearsley and Shneiderman (1999) as it incorporates aspects of related to the students through a driving question or a task that through the collaborative processes undertaken encompassing problem solving

There are many different ways in which this learning tool can be incorporated within the classroom while embedding a real life and authentic approach. Fortunately I have had the opportunity to develop this skill in creating a WebQuest for a cohort of learners. This WebQuest encompassed a transdiciplinary approach as the learning outcomes selected crossed over into several KLA’s, the main ones present were English and SOSE. When creating a WebQuest one must ensure that deep and instructional thought processes are incorporated through the creation and implementation of a driving question within the design as well as an in depth search into web resources that can be used to extend and refine their knowledge. When done correctly WebQuests bring together an effective instructional design (such as constructivism) within curriculum requirements (March, 2002).


References

Dodge, B. (2007). WebQuest.org. Retrieved August 13, 2009, from http://webquest.org/index.php

Kearsley, G . & Shneiderman, B . (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 19, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

March, T. (2003). The Learning Power of WebQuests. Retrieved August 13, 2009, from http://tommarch.com/writings/wq_power.php

March, T. (2002). Why WebQuests? Retrieved August 19, 2009, from http://www.internet4classrooms.com/why_webquest.htm

Seimens, G . (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved August 19, 2009, from http://www.elearnspace.org/Articles/connectivism.htm

Google Earth!

Who doesnt love Google Earth? It is an encapturing, fun program which lets you "fly anywhere on Earth to view satellite imagery, maps, terrain and 3D buildings" (Google Earth, 2009). Within an hour this free program allowed me to travel across the world and our galaxy to places I never thought I would ever get the opportunity to see up close!


The Google Earth program gives endless capabilities to educational learning designs within the classroom. There are various ideas and applications in how to incorporate Google Earth as an effective and engaging learning tool within the classroom, whether it be within a tertiary, high school or primary school setting. Within a year six class students are travel agents and are promoting the seven wonders of the world tour (or this could be extended for some students as to plan a backpacking trip around Europe or a location of their choice etc). As a project they need to explore the seven wonders of the world (whether these be ancient, modern, man made or natural) and create their own virtual tour to present to other students, within this presentation. The students virtual tour must be accompanied with dates, a schedule, flight costs and bookings (or transfers/car hires/ tours) as well as accommodation and a list of what they would need to take with them .



Kearsley and Shneiderman Engagement Theory (1999) encompasses the use of google earth within this learning design as it bases itself around authentic learning experiences which enhance collaborative learning involving active cognitive processes such as creativity, problem solving and critical thinking skills. Based upon the learning experience mentioned students students will be collaborating and working together to piece together their holiday tour/virtual tour gaining skills needed in order to book and prepare for your own holiday, together they will create a persuasive presentation to try and 'sell' their perfect and affordable holiday. The second aspect of the learning design incorporates the students creating their own virtual tour through the use of Google Earth. Students can use this program to find directions to where they need to go and can use it as an effective tool in sequencing their holiday route. The students will then present their holiday tour to the rest of the class (prospective clients) and try to 'sell' their holiday through the creation of their virtual tour and information. These sequenced steps within the learning design follow the create, relate and donate phases within the Engagement Theory giving students the opportunities to enhance their learning through an authentic project that encourages the development of skills needed to survive within society.

Of course this learning experience could easily be adapted to suit the type of learners that are in the classroom (whether this means extra scaffolding and more teacher directed learning experiences or more of a student directed approach).




References

Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology based teaching and learning. Retrieved August 13, 2009, from http://home.sprynet.com/~gkearsley/engage.htm


Google. (2009). Google Earth. Retrieved August 13, 2009, from http://earth.google.com/

Podcasts

Podcasts according to the Academic Technology Resource Centre (2009) are "audio files that are automatically delivered directly to your desktop computer and can be transferred to your iPod or other MP3 player." There are many different programs that allow you to download these podcasts from one popular and highly recommended website is iTunes. I dont personally own or use an MP3 player or have an iPhone or iPod so I am completely new to this website and its many aspects. I found my way easily around the iTunes program and was able to download several new and interesting audio and video podcasts which I feel will assist me within my career as an educator. I have downloaded several podcasts (I got a bit podcast happy) on children with Autism. I found the Autism Podcasts with Michael Boll and Shannon Johnson extremely interesting and informative as I feel as an educator within the 21st Century it is important for myself not to only be well informed and trained within catering for a child with Autism and children who may have other special needs but to also know and understand the perspectives and needs of the parents of these children. So as I sit here and listen to the Autism Podcast interview with Nancy Wiseman (author of First Signs) it becomes evident that not only is this an effective and informative tool in which can enhance educators knowledge and understandings on certain aspects but also an interesting and informative tool which can be used within learning experiences to enhance a students learning journey.

There are many different avenues I can explore on how to incorporate this tool within the classroom whether it be from homework tutorials to students creating their own audio and video podcasts. One idea in which I though was a great was getting the students to create their own podcasts within teams weekly whether it be critically reflecting on topics they have learnt within class during that week, audio book reviews taking different creative approaches e.g. taking on the role of a character within the book and giving a review based on their perspective or using it as a tool to engage students within problem solving activities e.g. students are posed with a current problem within the school/classroom and they are to find the solution and present their argument through a podcast. These can be posted on the class website, wiki or blog and allow parents and students to track their own learning while becoming involved in an activity that provides them with critical thinking, problem solving and reflective skills while preparing them for a digital society.

Olivers ICT Framework (as cited in Australia University Teaching Committee, 2003) theory underpins the use of podcasts as an effective and engaging learning tool within the classroom. Within the learning experiences mentioned previously the use of the podcast could be effectively used not only as a tool to enhance and scaffold student learning (e.g. using it as a means to provide instructions or procedures that may be required to complete a set learning task such as a problem solving challenge) but can also be used as a resource tool to help enhance students knowledge and understanding as well as a resource for student assessment.

Podcasts are an emerging educational technology which can provide educators with an innovative and engaging approach to enhancing students knowledge and abilities to not only survive school and a digital age but to also equip them with the necessary skills to become a lifelong learner.

References

Academic Technology Resource Centre. (2009). Podcasts. Retrieved August 11, 2009, from http://www.palomar.edu/atrc/WhatArePodcasts.htm

Australian University Teachers Committee. (2003). Learning Design. Retrieved August 11, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm

You Tube

is becoming an increasingly popular educational tool used to hook and engage learners in relation to the topic they may be currently studying. It is a website which allows registered users to upload and share videos while unregistered users are permitted to view these videos (Wikipedia, 2008). This website is an important social aspect within todays internet culture and is regularly accessed and used within different environments.
http://www.youtube.com/watch?v=on6BSfHlK_w

While searching through the many different videos located on the You tube and Teacher tube I came across some snippets of the documentary "Supersize Me" I thought that this particular snippet where they are conducting an experiment on take away foods would've been a great clip to show to the students while discussing healthy eating and packaging. It would of been a great discussion starter on what foods are good for you, how long it takes for these foods to break down (maybe they could start their own experiment), why people choose these foods (linking into packaging) and how can we make healthier choices (linking into the food pyramid).

According to Oliver (as cited in Australian University Teaching Committee, 1999) the use of technologies within a learning experience places a major emphasis on the learning design through the incorporation of the resources and teacher support. The use of the YouTube video "supersize me experiment" gives the educator a resource to compliment the learning design through its use as a brainstorming starter and reference point to enhance a key message about healthy eating. According to Gardner (as cited in Warner & Thoron, n.d.) the use of this technology within the learning design cross cuts the intelligences through giving students the opportunities to participate within group work, creative work, audio learning and kinesthetic learning through the creation of activities supporting the use of the video aid.

References

Australian University Teaching Committee. (2003). Learning Design. Retrieved August 10, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm

Warner, A. & Thoron, A. (n.d.). Incorporating Technology, YouTube and Learning in the Agriscience Classroom. Retrieved August 11, 2009, from http://www.aaaeonline.org/files/national_09/posters/Incorporating_Technology.pdf

Wikipedia. (2003). You Tube. Retrieved August 11, 2009, from http://en.wikipedia.org/wiki/YouTube

ClassMarker Quiz

is a professional online testing website which assists individuals in creating easy to follow online tests/quizzes. This site assists the user/s by automatically marking and collating the results of the test or quiz for you (ClassMarker, 2009). This website has been designed to be used for a variety of different purposes such as for business training, educational purposes, recruitment, distance learning and online education and self study (ClassMarker, 2009). There are two accounts in which you can open with ClassMarker (2009) these are class based (free program) and the external testing (requiring a fee). While using ClassMarker I found that it offered a range of selections for the creator to use for responses to questions within the test/quiz. These responses not only come within the multiple choice form (as many do) but also allows for the selection of multiple responses, true and false, free text, punctuation and essay style (ClassMarker, 2009). Within the classroom the use of these questions within the test/quiz allow for educators to incorporate questions designed to enhance cognitive skills (higher order thinking skills) which can demonstrate a formative approach to assessment (Reid & McLoughlin, 2002). Taking the formative approach to assessment this quiz creator can be used throughout a unit of work which may contain modules e.g. students may be completing a unit on recycling and the educator has created a webquest / wiki with weekly modules of learning experiences. At the end of each learning module the students may take an online quiz to show their understandings of the knowledge learnt throughout their journey. This will also provide the educator with a compilation of the students progress to contribute to their report cards and progress reports to their parents. Although this type of assessment can be commonly referred to as a traditional means of assessment it could also be swayed into an authentic means of assessment through the selection of questions and also by allowing the students to create their own quiz for others to participate in making it relate to them personally and have meaning to the real world.
Olivers learning framework (as cited in Australian University Teaching Committees, 2003) basis itself on the interaction of the three aspects of learning tasks, resources and support. This framework supports the use of the quiz as a formative tool of assessment within a unit of work. Within the example of the recycling unit students are presented with a problem scenario based on recycling and work through a series of learning tasks (represented by the webquest) to try and find the solution. The next phase within the framework relies upon the resources needed to complete these learning tasks of course this would relate to the webquest but also to the incorporation of the online quizzes to assess for their understanding throughout their learning journey. The online quiz also contributes to student support as it supports the students in their learning by showing them what they have learnt and what they may need to revise.
As well as Olivers ICT framework this fits in well with Kearsleys and Schnidermans (1999) engagement theory as it is providing students instant feedback on their performance helping the students create a solution to the 'recycling problem' and sharing it with other learners.
Although this website seems to be an effective means of assessing students on line, I personally found that certain aspects of this program were hard to use, follow and understand. After days of navigating my way around the page and countless visits to the help page I finally produced a very simple multiple choice test called Learning Management. I selected this topic as I thought it would be fitting in nicely with my degree and highlights just a few important aspects of it. As it was not aimed at the students within my class I was unable to test it on them and if it did obtain certain information in regards to their current unit of work, it would be a bit tough trying to find the resources and time (when I am present) to allow them to complete and comment on the test.
Here is a link to my quiz :
http://www.classmarker.com/embedded_quizzes/?quiz=861da0e4c3d5776f319fa7d69ce3b7d0


References

Australian University Teachers Committee. (2003). Learning Design. Retrieved August 1, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm


ClassMarker. (2009). Free Quiz Maker for online Testing. Retrieved August 1, 2009, from http://www.classmarker.com/


Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 1, 2009, from http://home.sprynet.com/~gkearsley/engage.htm


Reid, N. & McLoughlin, C. (2002). Computing Assisted Assessment: Designing online quiz questions to assess a range of cognitive skills. Retrieved August 1, 2009, from http://www.editlib.org/p/9989