web 2.0 my e-learning weebly

Simple k-12 teaching learning community has webinars that can be watch and you can become a member and follow all of their webinars.Here is a Youtube clip on webinars called tic toc tic toc saving time with innovative web tool that I found. They ask questions and as a follower you are able to joing in abd answer the questions as you go and ask questions you may have throughout the webinar that talks about web tools, how you can use old tool and update them to use.

 Talking about the value of tools in the classroom and the importance for both teachers and students to have access to these tools as a aprt of the curriculum activities/tasks.

http://www.youtube.com/watch?v=tbQBJHNxwjE

Well I have now created my own Weebly page, which untill a few days ago I had never even heard of. If anyone asked me how to create a web page I would have had no idea, I didn't even know how I would start to create my own web page.
Here is the link to my Weebly page: http://www.weebly.com/weebly/main.php













I have started to add things and will continue to add more every week I think that providing tools like weebly and webinar would be very useful and the more that I get to use then and practice using them the more beneficial they become to myself and to my students/ I don't think I would attemp this with my students at this stage as I am not comfortable enough and confident to be able to explain and use these tools. 

Very frustrated

Over the past week I have creatred: designs which incorporate what I have learnt through my reading and I have been inable to copy and paste them onto these sites, a powerpoint presentation which I have tried to add to my weebly page but I couldn't get it onto my page!!! I have tried to add photos that wouldn't allow me and now I am frustrated and dissapointed that I am unable to add these things onto my wiki, blog or weebly so that I can show what I have created (which I am proud of)  I thought this would be a great way to show what I have read, learnt and how this interacts with my teaching and how my learners would learn, but have realised that this is all a part of technology and as I am still learning it may take me longer to work all of this out. I am hopeing as the weeks goes on that this gets a little easier for me as I am finding all of this technology very challenging at the present time. I am willing to keep trying and that it will eventually become easier.

Digital tool 2 wikis for collaboratrive learning

Wikis are an online space where not only the person who created their wiki space can edit information but guest can too.This is a great tool for a class to be able to openly communicate with each other before, during and after a task is completed and then the teacher is able top provide feedback and comment about the students learning process and the results. This is also great to see how every student is developmentally growing and how each student is learning.
However this must be monitored to make sure there is no unappropriate comments being made towards other students or personal information or photos is not edited  by other students that do not have permission.
There are many key features involved in a wiki tool and you can find out more by visiting the link below

 http://28.help.rsmart.com/rsmart-help-content/default.htm?turl=WordDocuments%2Fkeyfeaturesofthewikitool.htm

This tool is a great source for teachers to maintain a record of student involovement and their learning journey throughout each task, this information could be shown to parent at parent/teacher interviews to provide proof of their childs learning.


http://www.wikispaces.com/user/my/MoniqueAnneSeymour
Here is the link to my wiki space page. I am still trying to figure this all out so it is a bit of trial and error at the present time.

de Bono Thinking Systems | Six Thinking Hats®

http://www.debonothinkingsystems.com/tools/6hats.htm


Using this scaffolding technique, students and teachers are able to put a different colour hat on and look at a task in many different ways. It also can allow teachers to place students into groups and give them a coloured hat which will involve 'thinking outside the square' and thinking in new ways, collaboration with peers.
Some students are able to work effectively in certain learning stratergies but when giving an alternative they have to really work at it which will develop their knowledge and thinking skills.
Allowing students to add their ideas to wiki, then get each group or each individual to discuss each idea either on a forum, or chat site but if you are teaching face-to-face it would be a verbal discussion. Students can then be allocated catergories which gives equal opportunity to explore their own perspectives and explore new ideas. This could be followed up with the decision in written form with a justification based on the points that were made in the table.

Bloom's Taxonomy of Learning Domains

The Three Types of Learning

"There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:

• Cognitive: mental skills (Knowledge)
• Affective: growth in feelings or emotional areas (Attitude)
• Psychomotor: manual or physical skills (Skills)"

http://en.wikipedia.org/wiki/Bloom's_Taxonomy

"This is an update to Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous. Bloom's Revised Taxonomy accounts for many of the traditional classroom practices, behaviours and actions but does not account for the new processes and actions associated with Web 2.0 technologies and increasing ubiquitous personal and cloud computing.
Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product. For example. Bookmarking a resource is of no value if the resource is inappropriate or worthless."
http://edorigami.wikispaces.com/Bloom%27s+-+Introduction

 

https://www.google.com.au/search?q=bloom's+taxonomy&hl

 

Digital tool 1 Blog and PMI chart

PMI CHART

PMI analyse objectively the dangers and the benefits of using blogs in schools/classrooms.

Untill commencing this E-Learning course I had never read or, had or commented on a blog before.
Blogs are usually maintained by one individual person but visitor/readers can contribute comments in an interactive format which provides a form of collaboration. Regular entries are made, descriptions of events and graphics or videos can also be added. Students and teachers can add text, images, links to other blogs, web pages and other media related to the topic or task that was set. A blog will provide commentary and or news on a particular subject. Although guests can comment only the author can edit the information. By allowing other students to comment on your blog negavive comment can be made which is a negative point inregards to blogs although the amount of efforet putinto a blog can be rewarding and a great achievment for a student.
The letters in PMI stand for the three sections of the PMI chart: Plusses, Minuses and Interesting things. (The I can also stand for Implications for some topics.) The debate over a difficult decision makes for a good topic of a PMI chart since such decisions come with many plusses and minuses. In a brainstorming session, there will invariably be ideas that don't really fit in as either a plus or a minus column, so the I column comes in handy.
 

       How could you use a Blog to support learning?                                      

	P	M	I
Blogs in the     classroom	Students can add their own ideas to wiki. Can get feedback from other students that are helpful or get you to explore new ideas Students can teach each other as they use the blog in a group Students can add up to date information as it accurs.	Other students  may add comments which are upsetting or hurtful. Students may use a blog to bully another student. Personal information, photos may be documented Safe, legal issues may arrise	New technology forms to use.

When using a PMI to examine the perspectives on an issue, the decision will be justyified based apon the results. It forces the student, whether working in groups or as an individual to examine all the options before making a final decision which is a fantastic tool for the students to use on a regular basis for all task that are set.



Effective Contemporary learners

As a teacher, our challenge is to provide a variety of  learning environments and experiences that allow every student to develop their full potential. Using these important contemporary capabilities helps achieve our outcomes as a teacher and allows students to achieve their own personal goals.
As you can see there are many tools that can be used to support our learning journey, and as a teacher if we can consistantly use a variety to tools (technical and non-technical) whcih can meet all students' learning needs and new ones for the students to try and problem solve.

Diagram 1 describes the characteristics of an effective contemporary learner.

 

Queensland Government- Department of Education, Training and Employment

Engaging and challenging students in Junior Secondary through ICT  https://classroomconnections.eq.edu.au/topics/Pages/2012/september/contemporary-learner.aspx




This site shows classroom connections for contemporary learners through using ITC for all grades (prep - grade 7) It would be helpfull feedback hearing from other teachers who use this site when planning for their classroom when linked to my blog. It would give me new ideas to try and see leesons/activities that worked and didn't work so well for other teachers in other classrooms and schools. Teachers collaborating would be a very usefull tool, and would be very effective, but always remember an activity that works with some students may not work with others.

 

                                                                   

Assesment 2

Reflection 1

My personal learning is a mixture of both behaviourism and social constructivism.  Students learn through making connections to their environment and the outside world, and through positive reiforcement.I have seen students in the classroom understand a task by making a personal connection. We are currently asking the students to find a type of connection from the text that they are reading in class at the moment eg: text - text, self - text connection from something they have done, seen or read about. If they students are able to make a connection, whether to their self, someone else or the outside world, they are more likely to understand and are more likely to remember that part of information or task.
Giving positive reinforcement the students helps them to gain cofidence in themselves therefore are more willing to attempt new things,. and solve problems either with thei peers or independently. Some students in Class are happy to sit back and listen and not join in with their thoughts and ideas, therefore they need to be encouraged to participate and their thoughts and opinions need to be priased so that they are more willing to participate. In the classroom I an in, the students help set the ruls and bondaries which helps to manage students behaviour as they know the consequences as they have contributed to the rules. We have a traffic light system in the classroom I am in and all students start on greeneveryday, but if inappropriate behaviour continues after a warning from the teacher they are moved onto the orange, then if their choice is to continue that behaviour they are moved onto red and this leads to a visit to the principle's office.Allowing students to know their concequences often reduces the inappropriate behavior choices.

Vygotsky's Theory

https://www.google.com.au/search?q=vygotsky&hl

Vygotsky's theory  on social constructivism "Posted in Constructivist Theories, Social Learning Theories States:
Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes:
Major themes:

1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
2. The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.
3. The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone." Lev Vygotsky (1978)

http://www.learning-theories.com/vygotskys-social-learning-theory.html

Vygotsky's theory proves how the social interaction plays such a fundamental role in the students' development and how The More Knowledgeable Other is not always the teacher but can be technology or another student in certain tasks.

Pavlov's Theory

https://www.google.com.au/search?q=pavlov&hl

Pavlov's theory on behaviourism "Posted in Behaviorist Theories states:
Classical Conditioning (Ivan Pavlov)
Several types of learning exist. The most basic form is associative learning, i.e., making a new association between events in the environment. There are two forms of associative learning: classical conditioning (made famous by Ivan Pavlov’s experiments with dogs) and operant conditioning." Ivan Pavlov (1927)
http://www.learning-theories.com/classical-conditioning-pavlov.html
Pavlov's theory suggests that students learn by making connection between an event and the environment. "Learning is characterised by observing a change in a students behaviour. Students learn through practice, positive reinforcement and reshaping what they have learnt through the process. They are lead through a series of steps in programmed instruction." A Brief Overview of Learning Theory CQU https://my.cqu.edu.au/user/s0157189

De Bono's six thinking hats

https://www.google.com.au/search?q=De+Bono's+six+thinking+hats&hl

When relating my learning theories to the design and purpose of De Bono's six thinking hats (Wiki activity) I was able to make connections to the outside world and to my real life experiences.Students are able to work under direction from a teacher and also work independently, or with their peers to solve problems. The students would also need the confidence to be able to use a mobile phone (as all students may not know) and the self controll to stay on task and not make incorrect decisions with using the mobile phone for the wrong purposes and this would be depending on the students behaviour and how the teacher is able to monitor the students behaviour.The students are given the opportunity to look at a task in many different ways by putting on a different colour hat, therefore there is not only one correct answer, all students can have the chance to have an opinion but will need the confidence to add their opinion or 'have their say'. This is a great way to achieve a whole class participation on a subject as you could get the students to choose a colour hat or you could choose it for them making all students think in a different direction.

Scaffolding

Higher order thinking scaffold can be used to encourage the students to think in many creative and complex ways by assisting them in considering multiple perspectives on a single topic. The students are also able to contemplate alternatives rather then simply comming to a conclusion instantly. Scaffolding allows students to use computers/technology in an educatioal and social level.
"The learning design scaffolds the learning in a more comprehensive manner as it proposes that learning is mediated by others and describes the type of support is required.
Scaffolding best facilitates learning when students are first introduced to a new task/subject

• Displaying graphics
• activating prior knowledge
• modeling activity beforehand
• introducing motivational techniques to gt the students interested"  Ascilite (2007)

http://www.ascilite.org.au

As a teacher there are many learning outcomes that can be demonstrated through the use of scaffolding, problem solving and problem solving skill development are the more common outcomes but there are so many more to be noted like assesing prior knowledge and assessing progress and error checking, which is very important that as a teacher you know about your students past and present so that you can enhance their knowledge and allows the teacher to monitor all students. at all times throughout the year. Scaffolding can promotes and engages motivation in the students, allows the students more knowledge of themselves and shows their persistance on a task, which then can promote praise of the students work. The rules and principle concepts and structural knowledge can be implemented and information of net working, mappings, applying arguments, setting goals and allocations can  be  achieved by all the students and viewed by the teacher.

Reference list



 

Ascilite. (2007). Scaffolding support in an ecology course usinga sociocultural learning design,  Retrieved from http://www.ascilite.org.au


Cqu E-Learning. (2013). A Brief Overview of Learning Theory retrieved from https://my.cqu.edu.au/user/s0157189

De Bono's six thinking hats (6th March 2013). Retrieved from https://www.google.com.au/search?q=De+Bono's+six+thinking+hats&hl


Pavlov,p,Ivan.(1927).Classic - conditioning Theory.Retrieved from http://www.learning-theories.com/classical-conditioning-pavlov.html


Pavlov,P,Ivan.(1927) Pavlov images. Retrieved from https://www.google.com.au/search?q=pavlov&hl


Vygotsky.Lev.(1978). Social Learning theory. Retrieved from http://www.learning-theories.com/vygotskys-social-learning-theory.html


Vygotsky.Lev.(1978). Vygotsky imsges. Retrieved from https://www.google.com.au/search?q=vygotsky&hl