Uploading a BBC game.
This is a little tricky. What Idid was down load a picture that represents the game and then on the same post inserta hyerlink to the game,then post.
Inspiration...
Need to exportedto a GIF file or JPEG file and then upload a image.
Wednesday, May 30, 2007
ICT material
Course outline and associated Texts
Important Notice
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
Tuesday, May 22, 2007
A good wiki should contain......
A good wiki should contain hyperlinks, a tool that links information throughout the document and with other subject/topic documents.
It should be collaborative in that interested parties can add their knowledge to the subject.
A wiki ideally should be managed in that the font and page layout are uniform. Navigating the wiki shoiuld be a simple and fast process.
Hyperlinks and content lists in a prominant position on the title page would be useful.
A wiki is a tool where information can be stored for others to use.
It should be collaborative in that interested parties can add their knowledge to the subject.
A wiki ideally should be managed in that the font and page layout are uniform. Navigating the wiki shoiuld be a simple and fast process.
Hyperlinks and content lists in a prominant position on the title page would be useful.
A wiki is a tool where information can be stored for others to use.
Tuesday, May 15, 2007
ED4123-Assignment 2- Games as an Educational Tool
click on picture to start game.BBC- games – History- Mummy Maker (2007)
Games can be useful teaching tools for the student. In order to progress to the next stage students need to answer questions or identify objects or move around a map. If the game is relevant to the subject matter it can be useful to help students remember certain facts. This game from the BBC educational website is effective in that it requires the student to recall facts and study a scene in order to carry out the task. They are also fun and different and will appeal to the linguistic, spatial, musical, logical/mathematical and bodily-kinaesthetic capabilities within the group (Bochner, Duchesne and Krause, 2003, p 201).
Thursday, May 10, 2007
ED 4123- Assignment 2 - History Video Clips
click on picture to start game.
Video clips are a great tool in assisting with learning for a history student. They attend to the spatial and linguistic intelligence of the students (Bochner, Duchesne and Krause, 2003, p 201.) If presented in context to the topic, the clip can enhance a students understanding of the events or personality (Gardiner, 2003 p 10). The clip should be selected not just for its instructional value (although this is paramount) but for its ability to grab the students attention. I have chosen this clip on Ancient Greece because it is informative, fast, with modern graphics (anima) and seems to approach the topic on a level that the target audience would relate to.
Video clips are a great tool in assisting with learning for a history student. They attend to the spatial and linguistic intelligence of the students (Bochner, Duchesne and Krause, 2003, p 201.) If presented in context to the topic, the clip can enhance a students understanding of the events or personality (Gardiner, 2003 p 10). The clip should be selected not just for its instructional value (although this is paramount) but for its ability to grab the students attention. I have chosen this clip on Ancient Greece because it is informative, fast, with modern graphics (anima) and seems to approach the topic on a level that the target audience would relate to.
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