This application gives you the choice of more than one character, scene, camera angles, sound effects, expressions and movement. I found the avatar/ avatar interaction a good way to engage the learners. If you liked voki, you'll love xtranormal.
Tuesday, August 24, 2010
LMS (learning management systems); moodle etc
We are currently seeing LMS systems across universities change there LMS sytsems. Western Australia university is currently looking to change there LMS as stated in the review. Webct, moodle and blackboard are three LMS which I am aware of to date. The Universities moodle has been a great addition to my study by: providing weekly information, web articles, assessment information and examplas, discussion forums with mailing notification, and much more.
The school where I am currently doing my first EPL have mentioned using an LMS to support the learners. I believe that this can enhance the learning environment by providing more than one avenue for information.
As some students have had minimal contact with ICT in schools, introduction to a new platform will require an extensive consultation process. This process will direct the design process and which tools best fit the students.
Photo courtesy of bollops
Assessment 2
Professional blog
Connectivism focuses on the ability to collect information, rather than being content with just knowing. This is furthered by discussing the "pattern shift"; which is the ability to recognise change and adapt to it (Siemens, 2004). As the collection of knowledge has changed by the use of information communication technology (ICT), this paper will attempt to assess how this change can effect student learning, teachers' teaching, the opportunities which have appeared, and the areas which may present concern.
Prenskey (2005, pp. 60-64) states that since the introduction of the digital age and its exponential growth, students have not only become engaged with this technology, but expect this type of engagement to be prevalent in all aspects of their school life, rather than "powering down" as soon as the school bell rings. Turner-Bissett (2001, pp. 4-5) states that from a study spanning over eleven countries, regarding teaching as a "holistic concept," five dimensions were discovered. Two of these five are: "pedagogical skill", including the acquisition of and ability to use a repertoire of teaching strategies, and secondly the ability to be "self critical." If we are to engage students, we must recognise the gap which exists between teacher and student knowledge, and also the gap between student and student knowledge in regard to ICT.
Waterhouse (2005, p. 39) states that when "student centred learning" is implemented, the teacher is no longer delivering the content, but rather facilitating the learning. She further states that ICT has the ability to span learning styles, cultural difference, learning ability and topics of interest. This is accomplished by the teacher facilitating the learning by using Kearsey and Shneiderman's engagement theory. This theory endeavours to engage students by: placing emphasis on collaboration, creating a purposeful activity, and providing opportunity for all members to make a useful contribution. Technology is esteemed to "facilitate all aspects of engagement", therefore a robust understanding on how and where to access engaging technology is crucial (Kearsey & Shneiderman, 1999, pp. 1-5).
Thrupp (2010) argues that ICT has created another area of diversity in the classroom, which highlights Margaryan and Littlejohn's (2008) view of further learning styles emerging from the growth of ICT. Leadbeater (2002) explains that the spread of ICT has given more areas of topic to disagree on. He further states that ICT can have a negative impact on society, by classified information being sourced by weapon manufacturers. Leadbeater (2002, p.13) states that the case against the pessimistic view is that "powerful forces at work in technology, science, politics and culture will this century give many millions more people more control, choice and reason for hope in their lives."
Florida (2002, pp. 67-69) introduces a new class which is emerging, called the "creative class." He explains that this class sees retirement as something pursued by people who do not enjoy their occupation; where the creative class pursue problem solving activities which do not just create something new, but see the need and benefit for the creation prior to building it.
Conole et al.(n.n., as cited in Margaryan & Littlejohn, 2008, p. 2) suggests that an undergraduate study showed increasing technology use by students to; "search, restructure and validate to help critique decisions about a variety of sources and content." The argument seeking to quantify the emergence of a "digital native" was unidentifiable due to the rapid growth of technology as a whole. This implies that the modern day teachers will need to utilise strategies to connect with the emerging digital economy. "Students and lecturers young or old may still lack digital skills and learning literacy's, but these skills are now increasingly defined as 'basic' competencies that every educated person is expected to have" (Margaryan & Littlejohn, 2008, p. 23).
Assessment and analysis of the four chosen tools, will use the"big6" framework (Eisenberg, 2001), which will enable a succinct evaluation of these tools. Big6 question five: present the information, and question six: judge the product and process, will the the focus of the Big6 framework. Blooms taxonomy (Frangenheim, 2006, p. 124) will be employed to seek new creation of teaching content, using ICT.
The first tool explored for meeting the expectations of the creative class or digital native is wikispaces. The use of wiki in the education context of Industrial Technology and Design (ITD) is to provide a place where students can interact with subject matter. For example; for a workshop task to design an invention, the wiki could be set-up by the teacher with some topics of interest. This being a teacher approached learning activity initially, has the potential to span out to student interest, by providing a space for student input. As the wiki has the ability to be added to or subtracted from, through collaboration the students may, with minimal interruption by the teacher, meet a consensus to create a simple tool for a third world country. This in itself creates a "valuable and interesting" engagement in the task (Marzarno & Pickering, 2006, p. 29). Families can have access to the wiki site, and may be given an area to give positive reinforcement, ideas, comments and so on. As family dynamics have changed, for example: may consist of one parent only; both working; both not working and so on, the parents' contact with school activities may be different. The use a wiki includes whoever is interested, therefore giving chance for parental or extended family input, and a potential perception change of their child's education and the education system (Ashmon & Elkins, 2009, p. 9). As there are multiple wikis on the web, the class may even elect to collaborate with similar subject wikis on the web, the class may even elect to collaborate with similar subject wikis for ideas or partnerships.
The second tool chosen is a blog. This tool is useful for documenting a journal entry. Unlike a wiki, the blog can only be commented on; which still provides an avenue for the public, or fellow students to give constructive criticism. The blog is also an ideal place to revise personal growth within a subject, or for the purpose of reflection. Blogs become useful when the are shared with an audience, and the blogger; by following, and comparing other blogs, this information can be used to further knowledge and ideas. A student may not interested in a blog at first; but with encouragement from peers, and sufficient help, the student may never have reflected on learning, may have the chance to do so. The teacher also has opportunity to see how the students are evaluating themselves; individual help might be needed, or lesson content adapted to either extend or reduce the students to place the learning in the "zone of proximinal development" (Snowman et al., 2009, p. 47). This aspect not only enhances the students' development by providing challenging and meaningful activities, but has the potential to use time more efficiently during contact time, due to a portion of work being accessed at the student' leisure. According to Blooms taxonomy, the goal should be to push them to "analyse, evaluate and synthesise" (Frangenheim, 2007, p.124).
The third tool chosen is a weebly web-site. This free web building site, provides an easy interface for students to design their own personal sites. The task of building a web-site has been an area of school where most students would look around and hope someone in the class has the ability. Weebly stops this fear by its easy drag and drop interface. I have used my weebly site for collecting ITD related games so far, but plan to include some engineering marvels, models of ITD constructions, designs and links to relevant subject matter under topic headings. The advantage of students accessing a prepared weebly, is that is cannot be interfered with, and at the creator's discretion can be added to or deleted. For example; a teacher might direct students to look for specific information on steel production. A small group might look for information about the iron age, another about steel mills in Australia, another about the use of coal in steel production and so on. The students, by using the "jigsaw" strategy (Frangenheim, 2007, p. 90), can create and deliver more information collaboratively, than the class working individually across the whole topic. A presentation for a specific audience from this information can be tailored including all the created weebly sites. Exposure to creating a web-site has the ability for students to explore, analyse the purposes, and create a site which can connect with the digital economy.
The last tool discussed is movie making. This tool has a large area of application in any discipline area, due to the diversity of the product. U-tube, Voki, Xtranormal, and power point for example, has the ability to be embedded in web-sites, blogs and wikis. Students can use existing u-tube video to describe or display what they are thinking or even feeling. Introducing a group of students to another group in a different continent, is made possible by using video. As there are multiple formats available for output, and video footage is easily viewed on the chosen platform. Video tutorials are a great way to scaffold and reinforce learning, as the student can pause, or review the tutorial at any time. As video editing has become more advanced, the slow motion option can display techniques in more detail than words. For example; striking a nail in slow motion, using the correct technique, or incorrect technique.
In summary, the many tools available to educators are phenomenal, exciting, and easily applicable. The function of the web has challenged my knowledge, and I feel compelled to persist further in regard to ICT knowledge, understanding, application, and data collection. My blog (GaryManArtsLM, 2010), has identified the use of ICT in my discipline area, which leaves me in contrast to my initial fear, the fear of being left behind and frustrated. I recognise that to further my knowledge and abilities, I too will need to pursue "connectivism" to build an expanding empire of networks, in collaboration with web 2.0 tools (Siemens, 2004). In addition, this connectivism will be at the centre of the designed student learning; to connect with the students, and connect the students with information, learning and others.
Connectivism focuses on the ability to collect information, rather than being content with just knowing. This is furthered by discussing the "pattern shift"; which is the ability to recognise change and adapt to it (Siemens, 2004). As the collection of knowledge has changed by the use of information communication technology (ICT), this paper will attempt to assess how this change can effect student learning, teachers' teaching, the opportunities which have appeared, and the areas which may present concern.
Prenskey (2005, pp. 60-64) states that since the introduction of the digital age and its exponential growth, students have not only become engaged with this technology, but expect this type of engagement to be prevalent in all aspects of their school life, rather than "powering down" as soon as the school bell rings. Turner-Bissett (2001, pp. 4-5) states that from a study spanning over eleven countries, regarding teaching as a "holistic concept," five dimensions were discovered. Two of these five are: "pedagogical skill", including the acquisition of and ability to use a repertoire of teaching strategies, and secondly the ability to be "self critical." If we are to engage students, we must recognise the gap which exists between teacher and student knowledge, and also the gap between student and student knowledge in regard to ICT.
Waterhouse (2005, p. 39) states that when "student centred learning" is implemented, the teacher is no longer delivering the content, but rather facilitating the learning. She further states that ICT has the ability to span learning styles, cultural difference, learning ability and topics of interest. This is accomplished by the teacher facilitating the learning by using Kearsey and Shneiderman's engagement theory. This theory endeavours to engage students by: placing emphasis on collaboration, creating a purposeful activity, and providing opportunity for all members to make a useful contribution. Technology is esteemed to "facilitate all aspects of engagement", therefore a robust understanding on how and where to access engaging technology is crucial (Kearsey & Shneiderman, 1999, pp. 1-5).
Thrupp (2010) argues that ICT has created another area of diversity in the classroom, which highlights Margaryan and Littlejohn's (2008) view of further learning styles emerging from the growth of ICT. Leadbeater (2002) explains that the spread of ICT has given more areas of topic to disagree on. He further states that ICT can have a negative impact on society, by classified information being sourced by weapon manufacturers. Leadbeater (2002, p.13) states that the case against the pessimistic view is that "powerful forces at work in technology, science, politics and culture will this century give many millions more people more control, choice and reason for hope in their lives."
Florida (2002, pp. 67-69) introduces a new class which is emerging, called the "creative class." He explains that this class sees retirement as something pursued by people who do not enjoy their occupation; where the creative class pursue problem solving activities which do not just create something new, but see the need and benefit for the creation prior to building it.
Conole et al.(n.n., as cited in Margaryan & Littlejohn, 2008, p. 2) suggests that an undergraduate study showed increasing technology use by students to; "search, restructure and validate to help critique decisions about a variety of sources and content." The argument seeking to quantify the emergence of a "digital native" was unidentifiable due to the rapid growth of technology as a whole. This implies that the modern day teachers will need to utilise strategies to connect with the emerging digital economy. "Students and lecturers young or old may still lack digital skills and learning literacy's, but these skills are now increasingly defined as 'basic' competencies that every educated person is expected to have" (Margaryan & Littlejohn, 2008, p. 23).
Assessment and analysis of the four chosen tools, will use the"big6" framework (Eisenberg, 2001), which will enable a succinct evaluation of these tools. Big6 question five: present the information, and question six: judge the product and process, will the the focus of the Big6 framework. Blooms taxonomy (Frangenheim, 2006, p. 124) will be employed to seek new creation of teaching content, using ICT.
The first tool explored for meeting the expectations of the creative class or digital native is wikispaces. The use of wiki in the education context of Industrial Technology and Design (ITD) is to provide a place where students can interact with subject matter. For example; for a workshop task to design an invention, the wiki could be set-up by the teacher with some topics of interest. This being a teacher approached learning activity initially, has the potential to span out to student interest, by providing a space for student input. As the wiki has the ability to be added to or subtracted from, through collaboration the students may, with minimal interruption by the teacher, meet a consensus to create a simple tool for a third world country. This in itself creates a "valuable and interesting" engagement in the task (Marzarno & Pickering, 2006, p. 29). Families can have access to the wiki site, and may be given an area to give positive reinforcement, ideas, comments and so on. As family dynamics have changed, for example: may consist of one parent only; both working; both not working and so on, the parents' contact with school activities may be different. The use a wiki includes whoever is interested, therefore giving chance for parental or extended family input, and a potential perception change of their child's education and the education system (Ashmon & Elkins, 2009, p. 9). As there are multiple wikis on the web, the class may even elect to collaborate with similar subject wikis on the web, the class may even elect to collaborate with similar subject wikis for ideas or partnerships.
The second tool chosen is a blog. This tool is useful for documenting a journal entry. Unlike a wiki, the blog can only be commented on; which still provides an avenue for the public, or fellow students to give constructive criticism. The blog is also an ideal place to revise personal growth within a subject, or for the purpose of reflection. Blogs become useful when the are shared with an audience, and the blogger; by following, and comparing other blogs, this information can be used to further knowledge and ideas. A student may not interested in a blog at first; but with encouragement from peers, and sufficient help, the student may never have reflected on learning, may have the chance to do so. The teacher also has opportunity to see how the students are evaluating themselves; individual help might be needed, or lesson content adapted to either extend or reduce the students to place the learning in the "zone of proximinal development" (Snowman et al., 2009, p. 47). This aspect not only enhances the students' development by providing challenging and meaningful activities, but has the potential to use time more efficiently during contact time, due to a portion of work being accessed at the student' leisure. According to Blooms taxonomy, the goal should be to push them to "analyse, evaluate and synthesise" (Frangenheim, 2007, p.124).
The third tool chosen is a weebly web-site. This free web building site, provides an easy interface for students to design their own personal sites. The task of building a web-site has been an area of school where most students would look around and hope someone in the class has the ability. Weebly stops this fear by its easy drag and drop interface. I have used my weebly site for collecting ITD related games so far, but plan to include some engineering marvels, models of ITD constructions, designs and links to relevant subject matter under topic headings. The advantage of students accessing a prepared weebly, is that is cannot be interfered with, and at the creator's discretion can be added to or deleted. For example; a teacher might direct students to look for specific information on steel production. A small group might look for information about the iron age, another about steel mills in Australia, another about the use of coal in steel production and so on. The students, by using the "jigsaw" strategy (Frangenheim, 2007, p. 90), can create and deliver more information collaboratively, than the class working individually across the whole topic. A presentation for a specific audience from this information can be tailored including all the created weebly sites. Exposure to creating a web-site has the ability for students to explore, analyse the purposes, and create a site which can connect with the digital economy.
The last tool discussed is movie making. This tool has a large area of application in any discipline area, due to the diversity of the product. U-tube, Voki, Xtranormal, and power point for example, has the ability to be embedded in web-sites, blogs and wikis. Students can use existing u-tube video to describe or display what they are thinking or even feeling. Introducing a group of students to another group in a different continent, is made possible by using video. As there are multiple formats available for output, and video footage is easily viewed on the chosen platform. Video tutorials are a great way to scaffold and reinforce learning, as the student can pause, or review the tutorial at any time. As video editing has become more advanced, the slow motion option can display techniques in more detail than words. For example; striking a nail in slow motion, using the correct technique, or incorrect technique.
In summary, the many tools available to educators are phenomenal, exciting, and easily applicable. The function of the web has challenged my knowledge, and I feel compelled to persist further in regard to ICT knowledge, understanding, application, and data collection. My blog (GaryManArtsLM, 2010), has identified the use of ICT in my discipline area, which leaves me in contrast to my initial fear, the fear of being left behind and frustrated. I recognise that to further my knowledge and abilities, I too will need to pursue "connectivism" to build an expanding empire of networks, in collaboration with web 2.0 tools (Siemens, 2004). In addition, this connectivism will be at the centre of the designed student learning; to connect with the students, and connect the students with information, learning and others.
References
Ashmon, A., & Elkins, J. (Ed.). (2008). Education for inclusion and diversity. Frenchs Forest, NSW: Pearson Australia.
Eisenberg, M (2001). Big6 skills overview. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Florida, R. (2002). The rise of the creative class: and how it's transforming work, liesure, community and everyday life. NY: Basic Books. Retrieved from http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf
GaryManArtsLM. (2010, August 23). Retrieved from http://garyitd.blogspot.com/
Kearsey, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://home.sprynet.com/~gkearsey/engage.htm
Leadbeater, C. (2002). Up the down escalator: why the global pessimists are wrong. London: Viking. Retrieved from http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro959.pdf
Margaryan, A., & Littlejohn, A. (2008). Are digital natives a myth or reality?: students' use of technology for learning. Retrieved from CQUniversity moodle, FAHE 11001 Managing E-learning, http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., ... Whistler, J. S.). (2006). Dimensions of learning teachers' manual (2nd ed. ). Alexandria, VA: ASCD.
Prenskey, M. (2005) Engage me or enrage me: what today's learners demand. Retrieved from CQUniversity moodle, FAHE 11001 Managing E-learning, http://net.educause.edu/ir/library/pdf/erm0553.pdf
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://www.elearnspace.org/Articles/connectivism.htm
Snowman, J., Dabozy, E., Scevak, J., Bryer, F., & Barlett, B. (2009). Psychology applied to teaching. Milton, QLD: Wiley & Sons Australia.
Thrupp, R. M. (2010). ICT created diversity in the classroom: the contemporary learner. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://moodle.cqu.edu.au/file.php/4033/ThruppAcec.pdf
Turner-Bisset, R. (2001). Expert teaching: knowledge and pedagogy to lead the profession. London: Demos. Retrieved from http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro974.pdf
Waterhouse, S. (2005). The power of elearning: the essential guide for teaching in the digital age. Boston: Pearson Education.
Sunday, August 22, 2010
Get and resize photos
Photo courtesy off flickr.
Getting a specific photo is sometimes difficult, for example; an old war photo. Flickr.com make this task a lot easier. When looking for pictures with the option of using them during a class activity, or presentation, just go to 'the commons'. The photo's in the commons have no copyright requirements attached, although a sight reference is always a common courtesy.
To re=size the photo to optimum web page size, just go to mobaphoto.com. After downloading the free program, it is relatively easy to reduce photo mega bite size, while retaining the quality.
Using pictures in the classroom can entail: spot the hazard picture competitions, assembly instructions, Safe operating procedure pictures, wiki presentations, power point presentations, and blogs etc.
As a picture is stated to say a thousand words, and students may be visual learners, it is important to include visual components in class activities, as well as auditory and kinesthetic. Workshop tasks may include designing an invention, suggest its use, and assembly procedure by using a step by step pictorial.
Students may also elect to publish, or journal entry their creations over the term. This will give them a visual display of what was accomplished, skill level improvement, and a point of contact for students' friends, family etc, to see their work or craftsmanship.
This photo courtesy of flickr
Framework
The big 6 was chosen for its ease of use.
By asking the six questions with its two sub-headings, I found that the critical assessment of the ICT tool was increased to synthesis. Eric Frangenheim (2007, p. 35) states that students need to challenge the information; to become a thinking class.
McMillan and Weyers (2009) state that using "blooms taxonomy" is also a valid method to organise my thoughts from low thinking analyses to high.
I have chosen both the big 6, and blooms taxonomy to evaluate and synthesise the e-tools.
References
Frangenheim, E. (2007). Reflections on classroom thinking strategies 42 practical strategies to encourage thinking in your classroom. Sydney, NSW: Rodin Education Publishing
Eisenberg, M. (2001) big6 overview. Retrieved from CQUniversity moodle http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
By asking the six questions with its two sub-headings, I found that the critical assessment of the ICT tool was increased to synthesis. Eric Frangenheim (2007, p. 35) states that students need to challenge the information; to become a thinking class.
McMillan and Weyers (2009) state that using "blooms taxonomy" is also a valid method to organise my thoughts from low thinking analyses to high.
I have chosen both the big 6, and blooms taxonomy to evaluate and synthesise the e-tools.
References
Frangenheim, E. (2007). Reflections on classroom thinking strategies 42 practical strategies to encourage thinking in your classroom. Sydney, NSW: Rodin Education Publishing
Eisenberg, M. (2001) big6 overview. Retrieved from CQUniversity moodle http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
RSS feeds
Google reader is an easy and more productive way of checking for updates on blogs. For example; if I had a class of students who were using a blog for journal entries. I can use google reader to check for updates, or new entries on the blogs I'm following. This tool will enable me to see if learning is occurring by new comments, if students are adding to their blogs, and which entries have not been commented upon.
Another useful way of using an RSS feed, is to be able to check on any professional development availabilities, or resources. If I want to follow a particular blog, or tweet, I can use the rss feed to see all updates. Going through a complete blog everytime is eliminated by this great time saving tool.
Another useful way of using an RSS feed, is to be able to check on any professional development availabilities, or resources. If I want to follow a particular blog, or tweet, I can use the rss feed to see all updates. Going through a complete blog everytime is eliminated by this great time saving tool.
Saturday, August 21, 2010
VIDEO
Using Windows movie maker, with power point is one way of creating a production. The above production took approximately 20minutes.
Using Video in the classroom, has tremendous possibilities. Video can be utilised with blogs, wiki's, and u-tube productions. In a school workshop situation, step by step instructions can be filmed during class and posted to a blog, wiki or web-site.
Students may also elect to create a short movie presentation on working safely in the workshop. Unlike developing a live skit, making movies do not require learning lines. Students can read the lines with particular camera angles deployed. A series of safety in the workshop may have further benefits to schools in other districts; potential collaboration to create further movies.
Video productions could be used by students as an assessment task to journal their chosen task. For example; the task might be to create an art piece made from: steel, wood, plastic or all three. As the students begins searching for materials, or designs the art piece, a sequencial journal id developed.
The class creations may have a possibility to be on display at an art gallery, with a documentary playing on a loop. Or the winner chosen for a local news story; short movie inclusive.
Wednesday, August 18, 2010
Wiki for LM2 2010
click here if you missed a LM2 tute or just want to grab from, or give to the group. Just follow the prompts to edit, or follow links in left hand side pane.
Tuesday, August 17, 2010
Wordle
Thinking how wordle can be useful in the classroom, gave me the idea of students creating their own profile using the topic headings listed in my wordle. This would be a quick way of discovering students' interests or any other area decided.
I feel that this task may help students to get to know each other also. Using the wiki or blog, students have the chance to view their peers profiles, and comment on them.
I feel that this task may help students to get to know each other also. Using the wiki or blog, students have the chance to view their peers profiles, and comment on them.
Similarities such as: learning styles, interests, fears, concerns and so on, will enable the teacher to tailor the class to student centred learning.
Secondary schools, having a large turn-over of students, make it difficult to profile every student; especially if teaching 500 per week. Wordle makes the impossible, possible.
CLICK HERE for Wordle
Friday, August 13, 2010
Death by power point
Application of Power Point in an Industrial Technology and Design (ITD) context, presents limited use by itself. However, designing a power point for access through a class web site has more possibilities.
With my limited exposure to power point, my opinion was that it is a tool to support a lecture, or class presentation only. Thus, if you have seen one with the exception of different formats: pictures, background etc , you have seen them all.
After the tutorial practice exercise, we were exposed to creating animations. This ability opened my eyes to new possibilities in ITD. Creating power points for viewing is one way of helping students; step by step instructions, with examples and non-examples, or asking students to create a power point discussing which materials are best for boat building for example.
Using the animation function can add another element of design to the presentation. Why just use visual static displays, when they can have access to create an animation of building the boat, complete with audio.
I also discovered how to make an interactive power point. This gave me an idea to create a self testing, or evaluating tool, which can summarise what has been learnt, or what is to be taught during graphics. For example; the Australian standards for dimension lengths: line thickness, line style, third angle and first angle symbols, thread types and the list goes on. By providing an interactive power point, students are provided with a learning tool which can be accessed or even saved, to be used anytime they wish. To connect with the students and create meaning can be delivered by using some humour. For example; when the correct answer is selected the next slide gives an audio cheer; if not selected, the next slide gives another audio with a hint to connect to prior knowledge.
Some ideas of these hints are;
Q1. What is the density of a construction line?
- Hint- physical construction sites are a bit of a mess during the construction, but only the tracks or footprints remain afterwards.
- Ans- light density line, only just visible, and are not erased.
Q2. Which is the preferred projection model: third angle or first angle?
- Hint- first angle projection was the first to be used. Is the first always best, and can you fold the paper to check?
- Ans- third angle projection; the side you see is the side you draw.
Q3. What are the spacings for hidden detail?
- Hint- hidden detail is a person hiding behind a tree.
- Ans-Draw 3mm miss 1mm. Three rhymes with tree; visible and drawn to connect at both intersecting lines. Miss 1mm spacing, because the one person is missing.
Aspiring to every classroom having a smart board, the entire class could use an interactive power point to have in-class competitions.
Picture sourced from http://www.flickr.com/photos/notionscapital/4073536505/sizes/m/in/photostream
Monday, August 2, 2010
Voki character
There are plenty of voki characters to choose from at this site, I found the editing of the characters also highly amusing (you can tell by the handsome features). Building a website, wiki or blog is a great way to use these characters; someone to introduce you to the topic, or give some advice if stuck. This can help students who would rather hear a message, or prefer face to voki contact.
I also think it would be a good tool to expose student prejudice. For example; the teacher could create a dozen characters, and ask students to comment on them using looks only, then comment again after listening to what they say.
My first character seems to have had a hard life, and may provoke negative feelings or judgement. But when the play button is pressed, the student will hear that he wants to improve his English. The second is concerned about the prejudice in Army recruiting, and the third... you'll see.
Other voki characters could be the opposite, for example; a really stunning female, well presented and smiling, only to hear nasty comments come from the voki when played, which would appear to have caused her sarcastic smile.
Cultural aspects of the voki's, disabilities, religious beliefs, gender, and the list goes on.
You may ask; what is the point and how does this connect with the curriculum? The answer pertains to the classroom environment/atmosphere, attitudes and perceptions, valuing each other, and accepting different views etc, A role play could be a possible way of modelling through the use of a voki. For example; a description of an event is written above the voki, play the voki for a preferred reply/ response. Or an assignment along the same lines.
A response to the above potential Army recruit.
Large voki
Voki sourced from;
Get a Voki now!
Subscribe to:
Posts (Atom)