VoiceThread is a collaborative, multimedia slide show that allows group conversations to be collected and shared in one place from anywhere in the world (VoiceThread, 2009). A VoiceThread can be used by friends, students and colleagues where they can record their own comments using voice, text, audio file or video (VoiceThread, 2009).
When I began creating my VoiceThread account I was not very confident and thought that something had to go wrong, as it is the last tool that I am exploring in this section. I have to admit that I was quite surprised. I set up my free account, downloaded some images from Flickr, uploaded them to VoiceThread from my computer and then typed in some instructions on the first image. I had to change the settings to make it public and able to be shared. I created one titled 'African Animals' and it shows an elephant, giraffe, leopard and zebra. In groups I would ask students to research a particular animal (features, habitat, interesting facts, etc) and enter some information in the corresponding image. More animal images could be uploaded in the future however for now time would not allow.
This type of program promotes group collaboration in an authentic setting and demonstrates the effectiveness of computers as communication tools. It allows the user to interact with others around a specific context and make a worthwhile contribution back to the network. For this reason, I feel that this ICT tool aligns well with Kearsley and Schneiderman's (1999) Engagement Theory and the relate, create, donate components.
References:
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
VoiceThread. (2009). About. Retrieved August 19, 2009, from http://voicethread.com/about/
Wednesday, August 19, 2009
Monday, August 17, 2009
Using Music on the Web (Incompetech)
Royalty Free music that is covered under the Creative Commons agreement can be used within the classroom without a breach of copyright restrictions. Incompetech is a website that provides a selection of music that can be used freely for these purposes and has many benefits within the classroom.
Music has a variety of uses in our daily lives such as when we are feeling happy or need some calming tunes to soothe our mind. The integration of music throughout the curriculum is beneficial and can enhance the learning environment in various ways. Some of the advantages are listed below:
The piece of music that I have downloaded 'Artifact' is an African instrumental piece and creates the feeling of energy and movement. This track would fit well with the 'Creatures on the Move' unit in my placement class as it encapsulates the feeling of wild animals on a chase or hunt, moving through the plains of Africa. It could be used to compliment a video or powerpoint presentation or played on its own to allow the students to demonstrate how different wild animals move, through dance. This would provide an opportunity for students to use their bodies to express ideas and use fast movements to show the quick actions of various African animals. The use of music and dance within a unit of work has cross curricular opportunities and the previous example aligns with the Art Essential Learnings by the end of Year 3 (Dance).
References:
Brewer, C. (2009). Songs for teaching: Benefits of using music in the classroom. Retrieved August 18, 2009, from http://www.songsforteaching.com/teachingtips/classroomoutcomesofusingmusic.htm
Queensland Studies Authority (QSA). (2007). The arts: Essential learnings by the end of year 3. Retrieved August 18, 2009, from http://www.qsa.qld.edu.au/downloads/learning/qcar_el_arts_yr3.pdf
Music has a variety of uses in our daily lives such as when we are feeling happy or need some calming tunes to soothe our mind. The integration of music throughout the curriculum is beneficial and can enhance the learning environment in various ways. Some of the advantages are listed below:
- set a positive mood and maintain a positive attitude
- raise student energy levels
- reduce stress levels, relieve frustration and create a peaceful classroom environment
- help sustain student attention and concentration
- help provide an emotional connection to information and provide a trigger for recall
- help students relax
The piece of music that I have downloaded 'Artifact' is an African instrumental piece and creates the feeling of energy and movement. This track would fit well with the 'Creatures on the Move' unit in my placement class as it encapsulates the feeling of wild animals on a chase or hunt, moving through the plains of Africa. It could be used to compliment a video or powerpoint presentation or played on its own to allow the students to demonstrate how different wild animals move, through dance. This would provide an opportunity for students to use their bodies to express ideas and use fast movements to show the quick actions of various African animals. The use of music and dance within a unit of work has cross curricular opportunities and the previous example aligns with the Art Essential Learnings by the end of Year 3 (Dance).
References:
Brewer, C. (2009). Songs for teaching: Benefits of using music in the classroom. Retrieved August 18, 2009, from http://www.songsforteaching.com/teachingtips/classroomoutcomesofusingmusic.htm
Queensland Studies Authority (QSA). (2007). The arts: Essential learnings by the end of year 3. Retrieved August 18, 2009, from http://www.qsa.qld.edu.au/downloads/learning/qcar_el_arts_yr3.pdf
File Storage (MediaFire)
Wow, after the last eLearning tool that I explored this one seemed like a breeze. I went to MediaFire and created my account, uploaded a file and saved it, and then just posted the URL into my blog. Simple.
MediaFire is a free file hosting site that allows you to securely store files online where they can be easily accessed 'from any computer, anytime, anywhere' (MediaFire, 2009). This is an extremely useful tool that could be utilised by both teachers and students and would eliminate that horrible feeling that you have when you realise you've left your USB at home. You can create folders and sub folders so that files and images can be easily managed and security settings can be used to make files public or private. With the embedding links, files and images can be shared by 'email, instant messenger, or on your MySpace page, blog or forum' (MediaFire, 2009).
Within the school environment this site could be used by members of the teaching cohort to share resources pertaining to units of work or by the Learning Manager to upload classroom work. Students could access these files from school or home however internet safety issues would need to be considered. While the Internet provides a powerful resource for learning and research, there are also many risks. NetAlert offers some useful information for teachers and parents and is committed to providing a safe online environment for children.
The file that I have uploaded to my account, Ladybug Maths Bingo, has been used in my grade 1 class and I feel would be a valuable resource.
Reference:
MediaFile. (2009). What is MediaFire. Retrieved August 17, 2009, from http://www.mediafire.com/about.php
MediaFire is a free file hosting site that allows you to securely store files online where they can be easily accessed 'from any computer, anytime, anywhere' (MediaFire, 2009). This is an extremely useful tool that could be utilised by both teachers and students and would eliminate that horrible feeling that you have when you realise you've left your USB at home. You can create folders and sub folders so that files and images can be easily managed and security settings can be used to make files public or private. With the embedding links, files and images can be shared by 'email, instant messenger, or on your MySpace page, blog or forum' (MediaFire, 2009).
Within the school environment this site could be used by members of the teaching cohort to share resources pertaining to units of work or by the Learning Manager to upload classroom work. Students could access these files from school or home however internet safety issues would need to be considered. While the Internet provides a powerful resource for learning and research, there are also many risks. NetAlert offers some useful information for teachers and parents and is committed to providing a safe online environment for children.
The file that I have uploaded to my account, Ladybug Maths Bingo, has been used in my grade 1 class and I feel would be a valuable resource.
Reference:
MediaFile. (2009). What is MediaFire. Retrieved August 17, 2009, from http://www.mediafire.com/about.php
SlideShare
Well I am feeling very frustrated as I am writing this post. I have just spent the last three hours trying to convert an audio file, that I created in a program called Audacity, into an MP3 file with no success.
I set up an account with SlideShare and uploaded a PowerPoint presentation, saved it and then embedded the code into my blog. This all seemed to work well so I moved on to the next requirement which instructed me to make a narration audio file. I downloaded Audacity and after a fair bit of playing around I recorded and saved my first audio file. It was saved as an .aup file so I clicked on the 'Export as MP3' selection under the file menu and was instructed that I needed to download a LAME MP3 encoder (whatever this is). I searched in Google and found that I needed to download this through a site called SourceForge but again I had no success.
At this point in time I realise that I need to move on and, contrary to my motivational quote by Winston Churchill, have given up for now. I am feeling disappointed that I was not able to link an MP3 file to my SlideShare presentation as I know that adding audio to visual information is a more effective way of teaching and learning (Stansbury, 2008). I would appreciate any feedback if there are any 'Digital Natives' out there that have had success.
Just briefly, SlideShare is a website that allows individuals and organisations to upload presentations, share their ideas and connect with others (SlideShare, 2009). Presentations can be embedded into blogs and websites and you can even add audio to your slides (lol). SlideShare is an elearning tool that aligns with connectivism as it provides a source of information that can be accessed when knowledge is needed but not known (Siemens, 2004).
References:
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retreived August 16, 2009, from http://www.elearnspace.org/Articles/connectivism.htm
SlideShare. (2009). About Us. Retrieved August 17, 2009, from http://www.slideshare.net/about?PHPSESSID=cdcd1c967d45a922f503f2147b6d3902
Stansbury, M. (2008). Analysis: How multimedia can improve learning. Retrieved August 17, 2009, from http://www.eschoolnews.com/news/top-news/?i=53243
I set up an account with SlideShare and uploaded a PowerPoint presentation, saved it and then embedded the code into my blog. This all seemed to work well so I moved on to the next requirement which instructed me to make a narration audio file. I downloaded Audacity and after a fair bit of playing around I recorded and saved my first audio file. It was saved as an .aup file so I clicked on the 'Export as MP3' selection under the file menu and was instructed that I needed to download a LAME MP3 encoder (whatever this is). I searched in Google and found that I needed to download this through a site called SourceForge but again I had no success.
At this point in time I realise that I need to move on and, contrary to my motivational quote by Winston Churchill, have given up for now. I am feeling disappointed that I was not able to link an MP3 file to my SlideShare presentation as I know that adding audio to visual information is a more effective way of teaching and learning (Stansbury, 2008). I would appreciate any feedback if there are any 'Digital Natives' out there that have had success.
Just briefly, SlideShare is a website that allows individuals and organisations to upload presentations, share their ideas and connect with others (SlideShare, 2009). Presentations can be embedded into blogs and websites and you can even add audio to your slides (lol). SlideShare is an elearning tool that aligns with connectivism as it provides a source of information that can be accessed when knowledge is needed but not known (Siemens, 2004).
References:
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retreived August 16, 2009, from http://www.elearnspace.org/Articles/connectivism.htm
SlideShare. (2009). About Us. Retrieved August 17, 2009, from http://www.slideshare.net/about?PHPSESSID=cdcd1c967d45a922f503f2147b6d3902
Stansbury, M. (2008). Analysis: How multimedia can improve learning. Retrieved August 17, 2009, from http://www.eschoolnews.com/news/top-news/?i=53243
Literacy Of The Century P P
View more presentations from Nari21.
Sunday, August 16, 2009
WikiPedia
When I commenced university last year I was informed that academic writing needs to include reference to authors who are authentic, valid and reliable. I have usually tried to steer away from WikiPedia as we were told that this is not a reliable reference to use for our assignments, as the information can be altered and changed by anyone. While this is true, I can see that WikiPedia offers a starting point when researching a particular topic and provides some background information for the user. When used within the classroom it is important to inform students about the reliability of this site so they begin to recognise 'distinctions between important and unimportant information' (Siemens, 2004).
WikiPedia was launched in 2001 and is a web-based encyclopedia that promotes online collaboration and interaction by millions of viewers around the world (WikiPedia, 2009). This is a good example of connectivism in the Digital Age where 'new information is continually being acquired' that is not 'entirely under the control of the individual' (Siemens, 2004). The information and images contained within this site are covered by the creative commons license agreement and can be used for educational purposes.
As you know, throughout the term my grade 1 class has been looking at animals, their features and habitats, and in particular wild animals. For my visit this week I want to challenge the students to use their prior knowledge by posing some interesting questions. Questions such as 'Why do lions live in prides?' or 'Why do elephants live in herds?' will help to promote higher order thinking and through group collaboration develop some shared understandings.
Using WikiPedia (through the class computer/projector) as a lead in to the lesson could provide some images and interesting facts around this topic and offer some background knowledge, or a stepping stone, from which groups could reach a possible conclusion. I searched the site and found a page for both 'prides' and 'herds' however the information was not specifically aimed at younger children and would need to be read to them.
References:
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retreived August 16, 2009, from http://www.elearnspace.org/Articles/connectivism.htm
WikiPedia. (2009). WikiPedia. Retrieved August 16, 2009, from http://en.wikipedia.org/wiki/Wikipedia
WikiPedia was launched in 2001 and is a web-based encyclopedia that promotes online collaboration and interaction by millions of viewers around the world (WikiPedia, 2009). This is a good example of connectivism in the Digital Age where 'new information is continually being acquired' that is not 'entirely under the control of the individual' (Siemens, 2004). The information and images contained within this site are covered by the creative commons license agreement and can be used for educational purposes.
As you know, throughout the term my grade 1 class has been looking at animals, their features and habitats, and in particular wild animals. For my visit this week I want to challenge the students to use their prior knowledge by posing some interesting questions. Questions such as 'Why do lions live in prides?' or 'Why do elephants live in herds?' will help to promote higher order thinking and through group collaboration develop some shared understandings.
Using WikiPedia (through the class computer/projector) as a lead in to the lesson could provide some images and interesting facts around this topic and offer some background knowledge, or a stepping stone, from which groups could reach a possible conclusion. I searched the site and found a page for both 'prides' and 'herds' however the information was not specifically aimed at younger children and would need to be read to them.
References:
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retreived August 16, 2009, from http://www.elearnspace.org/Articles/connectivism.htm
WikiPedia. (2009). WikiPedia. Retrieved August 16, 2009, from http://en.wikipedia.org/wiki/Wikipedia
WebQuests
WebQuests are inquiry-oriented activities, that use Internet resources, which encourage students to use 'higher order thinking skills to solve a real messy problem' (WebQuest Direct, 2009). There are six essential components:
WebQuests support a Problem Based Learning (PBL) approach, as students are encouraged to take responsibility for their own learning and help develop skills and attributes along with the relevant content. PBL provides 'realistic and authentic problem situations' (CQU, 2002) and aims to develop problem-solving skills, which are considered essential qualities for the individual later in life.
A well designed WebQuest caters for the needs of all learners and can be used by individuals, small groups or whole classes. They can be completed in a few lessons or used for a long term project however Learning Managers need to ensure that curriculum requirements are met through alignment with the Essential Learnings. One of the advantages of using a WebQuest compared to a more traditional approach is that there is no need for the students to waste time searching for information, it is all provided for them.
I believe that the use of WebQuests as a pedagogical tool supports Kearsley and Schneiderman's (1999) Engagement Theory and the Relate-Create-Donate components in the following way.
Relate-investigate the issues of the problem or task
Create-apply this new knowledge to the problem or task and create an authentic product
Donate-make a useful contribution back into the task (class cohort)
The following link provides an example of a WebQuest where students are required to research animals and their habitats. Although there are parts that would be beyond the students in my grade 1 class I feel that there are some good ideas for future reference Break-out at Rolling Hills WebQuest
References:
Central Queensland University. (2002). Problem based learning: Why PBL? Retrieved August 16, 2009, from http://pbl.cqu.edu.au/content/students/why_am_i_doing_pbl.htm
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 15, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
WebQuests Direct. (2009). What is a WebQuest. Retrieved August 16, 2009, from http://www.webquestdirect.com.au/whatis_awq.asp
- Introduction
- Task
- Resources
- Process
- Evaluation
- Conclusion
WebQuests support a Problem Based Learning (PBL) approach, as students are encouraged to take responsibility for their own learning and help develop skills and attributes along with the relevant content. PBL provides 'realistic and authentic problem situations' (CQU, 2002) and aims to develop problem-solving skills, which are considered essential qualities for the individual later in life.
A well designed WebQuest caters for the needs of all learners and can be used by individuals, small groups or whole classes. They can be completed in a few lessons or used for a long term project however Learning Managers need to ensure that curriculum requirements are met through alignment with the Essential Learnings. One of the advantages of using a WebQuest compared to a more traditional approach is that there is no need for the students to waste time searching for information, it is all provided for them.
I believe that the use of WebQuests as a pedagogical tool supports Kearsley and Schneiderman's (1999) Engagement Theory and the Relate-Create-Donate components in the following way.
Relate-investigate the issues of the problem or task
Create-apply this new knowledge to the problem or task and create an authentic product
Donate-make a useful contribution back into the task (class cohort)
The following link provides an example of a WebQuest where students are required to research animals and their habitats. Although there are parts that would be beyond the students in my grade 1 class I feel that there are some good ideas for future reference Break-out at Rolling Hills WebQuest
References:
Central Queensland University. (2002). Problem based learning: Why PBL? Retrieved August 16, 2009, from http://pbl.cqu.edu.au/content/students/why_am_i_doing_pbl.htm
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 15, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
WebQuests Direct. (2009). What is a WebQuest. Retrieved August 16, 2009, from http://www.webquestdirect.com.au/whatis_awq.asp
Google Earth
Google Earth is a satellite imagery-based mapping product that puts the whole world on a student's computer. It is basically a 3D model of the entire planet and is like a video game and search engine rolled into one (Google For Educators, 2009). I have some previous experience using this program (I have flown to various destinations around the world, searched for my house using street view and used the various navigation controls) however after exploring it in more depth, I realise that my knowledge was at a very basic level.
When using this program within the classroom having a basic understanding just won't cut it. There are so many other functions that can be utilised and the possibilities for teaching and learning are endless. Initially I thought that this program would lend itself to subject areas such as geography and maths where students would be required to examine continents and mountain ranges or calculate distances using the measurement tools. After further investigation I now know that Google Earth can be used for creating learning experiences for many KLA's, from English to Science and SOSE. Students can explore topics like:
This just names a few however the possibilities are endless and the only limit to Google Earths classroom use is your imagination. I believe that the use of this program for educational purposes is consistent with Oliver's (1999, as cited in AusInfo, 2003) learning design framework, and would allow the Learning Manager to develop high quality learning experiences using the three elements of learning tasks, learning resources and learning supports. As it is easy to get distracted (or off task) when using this program I feel that it is essential for the students to have a clear understanding of what is expected of them or what the Learning Manager requires them to do.
Due to the authentic and real-world context of this program it provides a meaningful and engaging learning environment for students, and will most likely result in learners that are more motivated to learn.
References:
AusInfo. (2003). Learning design. Retrieved August 16, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Google For Educators. (2009). Google Earth. Retrieved August 16, 2009, from http://www.google.com/educators/p_earth.html
When using this program within the classroom having a basic understanding just won't cut it. There are so many other functions that can be utilised and the possibilities for teaching and learning are endless. Initially I thought that this program would lend itself to subject areas such as geography and maths where students would be required to examine continents and mountain ranges or calculate distances using the measurement tools. After further investigation I now know that Google Earth can be used for creating learning experiences for many KLA's, from English to Science and SOSE. Students can explore topics like:
- the progress of human civilisation
- the growth of cities
- the impact of civilisation on the natural environment
- the impact of natural disasters like Hurricane Katrina
This just names a few however the possibilities are endless and the only limit to Google Earths classroom use is your imagination. I believe that the use of this program for educational purposes is consistent with Oliver's (1999, as cited in AusInfo, 2003) learning design framework, and would allow the Learning Manager to develop high quality learning experiences using the three elements of learning tasks, learning resources and learning supports. As it is easy to get distracted (or off task) when using this program I feel that it is essential for the students to have a clear understanding of what is expected of them or what the Learning Manager requires them to do.
Due to the authentic and real-world context of this program it provides a meaningful and engaging learning environment for students, and will most likely result in learners that are more motivated to learn.
References:
AusInfo. (2003). Learning design. Retrieved August 16, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Google For Educators. (2009). Google Earth. Retrieved August 16, 2009, from http://www.google.com/educators/p_earth.html
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