Assignment 2

Learning Engagement Theory (relate, create, donate) (Kearsley & Schneiderman, 1999) is the framework I have chosen to work with. Teamwork is an important component of life and it is important the students learn to work and collaborate to achieve the desired outcomes of learning while at school. Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom (Kearsley & Schneiderman, 1999). Although the four technologies of wikis, digital images, Prezi and Dipity can be used autonomously the emphasis is on team efforts to promote communication, time management, social interaction and broadening thinking.

I have engaged in several different eLearning technologies and I have selected the following four to deliver my synopsis, they are: wiki, digital video, Prezi and Dipity. These tools engaged my attention the most and I enjoyed using my imagination to create the programs. I will be teaching in HPE and Biology in secondary schools.

Group 1 Technology - WIKI

The main feature of a wiki is that it is an online writing space where users and guests can edit, modify, add and remove information (CQUniversity, 2011). The wiki becomes the central place for students to document, organise and discuss material and form their own opinions at their leisure (within due dates), even absent students can still contribute from home. I found that a Wiki could be very useful in the classroom to promote discussion and lateral thinking amongst the class. Please view my wiki here Drugs in Sport. The basis of my learning design is to have the students use De Bono's Hats as a thinking tool for group discussion and also individual thinking. The wiki would be restricted to class members only and documents can be edited or formatted but nothing is to be deleted. Students may insert video links or digital images to assist in their learning. Wikis and blogs are owned by your students. They can add content and therefore ideas.  (CQUniversity, 2011). Please view the SWOT Analysis here

Group 2 Technology – DIGITAL VIDEO

Many young people use mobiles and the internet to connect and communicate with their peers and be entertained (ACMA, 2009). You do not have to step outside to see what our youth are doing today, we only have to log onto facebook or youtube to see the endless videos that have been created and uploaded.  Using iMovie from Apple Mac I created an example of a research video. My idea was to use real footage from a cyclone I experienced and compare that to hurricanes in the USA. Although the final video does not fully portray my learning idea it does however, indicate the potential of using digital video to present a research assignment. My mock digital video presentation could have included still photos, uploads of external footage, further use of my own footage (on how to prepare, supplies required etc), and had a narrative voice over. An assignment such as this could be designed to help students work independently and collaborate for their presentation. In a science course students could find footage of Hurricane Katrina and compare with our own cyclones in Australia. They could research and document the following:

1.      Compare different categories

2.      How do they name cyclones/hurricanes

3.      Differences between cyclones / hurricanes

4.      Noted cyclones / hurricanes

5.      What does the future hold for cyclones / hurricanes

6.      What preparation is required

7.      What supplies and stocks are required

Provided the students are authentically focused on the task I feel that presenting any research using digital video allows the students to work collaboratively, provokes higher order thinking and creative thinking through the use of the ICT.

PMI on Digital Video

PLUS

·         Unlimited range of video available on web using applications such as youtube

·         Encourages collaboration

·         With students already familiar with youtube and video on mobile phones it makes sense to include this in teaching.

·         Has in built tutorials for students beginning to students wanting to improve their skills

·         Very engaging and fun to use

·         Stimulates creativity

·         Encourages connectivism and constructivism

·         Caters for the cognitivist learner

·         Can embed photographs, audio and videos

·         It can be shared online using YouTube or posted to Facebook

MINUS

·         Not all students will have access to iMovie or Moviemaker or digital video equipment

·         If the school supplies the equipment there is a possibility of breakages

·         Not all students will have the equipment to produce a digital video

·         Time consuming

·         Copyright issues on using other people’s material

INTERESTINGS

·         Any subject can be used to create a movie

·         Time management skills can improve because building the video can be a distraction for time wasting

Group 3 Technology – PREZI

About Prezi –

“Presentations have not evolved much in the 50 years since the slide was invented, but Prezi is changing that. Prezi lets you bring your ideas into one space and see how they relate, helping you and your audience connect. Zoom out to see the big picture and zoom in to see details — a bit like web-based maps that have changed how we navigate through map books.”

Source http://prezi.com/about/

From overhead projectors or powerpoint presentations we now have Prezi. Prezi is a concept that is parallel with technology today and engaging the learner is much easier than using the old overhead projector. A Prezi’s blank page allows the user to add words or sentences as well as animations, embed videos or a podcast, and digital images to create a show of learning points.

A Prezi can support a digital video presentation, or a speech. Please refer to my prezi here.

PMI  analysis of Prezi

Plus ·         More interactive than powerpoint ·         Less complicated than mind maps ·         Animation can make learning, recalling, defining and reviewing of subjects and words fun. ·         Global collaborations ·         Can upload images, documents, podcasts and video for presentations ·         Students can create and use them	Minus ·         If minimal effort has been put in to create the Prezi then you risk not capturing their attention and losing your audience ·         Time and commitment is required to make full use of a Prezi ·         If edited too quickly it can make you feel dizzy
Interesting ·         The capacity of Prezi is endless and to utilize its full potential would be exciting ·         Inspiration can be found at the following website. The following link that shows 16 Interesting Ways to use Prezi in the Classroom http://www.ideastoinspire.co.uk/prezi.htm

Group 4 Technology – DIPITY

Dipity was fun and is the easiest and user-friendly tool I have used to date. As stated on Dipity.com (n.d), Dipity's mission is to take the most useful information on the Internet and organize it by time. By providing digital timeline technology, Dipity allows users to gather real-time sources from social media, traditional search services and RSS to aggregate them in a single, easy to use, fun to navigate interface. I found building the timeline very interactive and invoked an interest in the subject matter and found recalling information easier. I can see how Dipity would be excellent for students to undergo their own research and develop exciting, interactive but, informative presentations and assignments. It is the 40^th anniversary since man landed on the moon and Dipity allows students to follow the “Apollo Timeline” which shows key events from the first landing. The information is stored along the timeline as images, videos, hyperlinks, and written explanations.

Dipity is about the instance of making an unexpected and exciting discovery while researching a topic.

1.      The act of sharing eye-opening information with others in an easy to follow, chronological order.

2.      The occurrence of sagaciously following a trail of digital breadcrumbs until that special "eureka" moment.

Sourced from http://www.dipity.com/about).

Dipity is suited to most type of learners including those who learn well with chronological order, visually, auditory and kinesthetically.

Soccer on Dipity.

Group 4 Technologies - A Y-Chart analysis of Dipity

Looks like

•         A visually interactive program. You can embed videos, blogs, external links and works with flickr.

•         You can give the reader the option to view timeline as a list, flipbook or map.

•         Further information can be seen when you click on a specific date or image.

•         Information is sorted in how, when and why these events happened

Sounds like

•         Audio is available to listen to interviews and actual sounds from the space launch.

•         Students can recorded their own voices for narration purposes

Feels like

•         A tool to use for a presentations or as a study guide and for research

•         Students would be engaged by the limitless options available to build their own timeline

•         Students can work on Dipity independently but also collaborate with others

SAFE, LEGAL AND ETHICAL ISSUES

As a teacher I will be required to have an understanding of the safe, legal and ethical practices required for Queensland State Schools, to avoid copyright infringements. To protect myself, and the students from both copyright and unsafe Internet practices I need to consult with my school on their policies and guidelines, then seek other information at reputable sites such as Education Queensland.

Online resources: http://education.qld.gov.au/strategic/eppr/legal/lgspr001/

In conclusion, I intend to use these tools within the secondary curriculum. The digital tools will enhance learning because the kids today are already familiar with using various ICT’s to communicate and entertain. My experience using the above ICT’s has shown transformed and enhanced my learning and I have every confidence that my students will experience the same.

The aim of applying the engagement theory is to provide students with an opportunity to work in collaboration with real life online programs. I hope this development will prepare the students for the work force and the general obligations of life. The major premise is that students must be engaged in their course work in order for effective learning to occur.  The theory posits three primary means to accomplish engagement: (1) an emphasis on collaborative efforts (2) project-based assignments, and (3) non-academic focus. It is suggested that these three models result in learning that is creative, meaningful, and authentic (Kearsley & Schneiderman, 1999). As a teacher I feel we need to mirror what technology kids are already engaging in outside of school.

REFERENCES

About Dipity. (n.d). You don't know Dipity. Retrieved from http://www.dipity.com/about

Prezi. (2011). About Prezi. Retrieved from http://prezi.com/about/

Australian Communications and Media Authority (ACMA). (2009). What are students doing online (Cybersmart). Australian Government: Author. Retrieved from www.cybersmart.gov.au/.../ACMA_studentprofile_middlesecondary.ashx.

CQUniversity. (2011). Readings: Group 1 Technologies. Retrieved from CQUniversity e-courses, EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/mod/resource/view.php?id=163846

Kearsley, G., & Schneiderman, B. (1999). Engagement Theory: a framework for technology based teaching and learning. Retrieved from CQUniversity e-courses, EDED20491 ICTs for Learning Design, http://home.sprynet.com/~gkearsley/engage.htm

dipity - my playing career

Life is like a timeline.....what a great tool to investigate subjects while engaging students at the same time. Loved it. 

Soccer on Dipity.

The Prezi Project

Due to lack of time my Prezi is very mediocre and I apologise for that. I did enjoy building the program and can see benefits of using this technology in class settings. I added photos but when this prezi went to publication I didn't have any video available. 

The Prezi Project on Prezi

Digital Video

Until now I never opened iMovie on my Mac and honestly after this small activity I wish I did it sooner. Wondering what content to use and how to use it for educational purposes was quite easy to do.

Cairns went through two cyclones this year (well one Christmas day) so I thought what a great way to show some footage while having some fun with it and compare Hurricane Katrina to Cyclone Tash & Yasi, respectively of course.

In a science course students could find footage of Hurricane Katrina and compare with our own cyclones in Australia. Research on the following:

• ·      Compare different categories
• ·      How do they name cyclones/hurricanes
• ·      Differences between cyclones / hurricanes
• ·      Noted cyclones / hurricanes
• ·      What does the future hold for cyclones / hurricanes
• ·      What preparation is required
• ·      What supplies and stocks are required

As a group, students can create a digital video presentation that includes still photos, uploads of other footage, their own footage (on how to prepare, supplies required etc), voice over etc. An assignment such as this would be designed to help students work independently and collaborate for their presentation.  
Cyclone Yasi

ZooBurst

Zooburst has burst onto the scene. Zooburst was fun to build but very time consuming partly because my imagination to invent a story at 11pm was a bit grey. Please click play and have a read and hopefully a giggle at my book. 
I can see the benefits of this program being utilized in a primary school setting but I may struggle use as a part of my learning design for year 10 HPE and Biology students. 

Podcast

Creating a podcast was an old experience using advanced technology. 25 years ago we taped ourselves on tape recorder using cassettes, it was a matter of pressing two buttons together, then pressing stop. Today technology has allowed the playback and storage of podcasts from one central location on the web. The sound quality is higher and storage capacity is minimal. Just from browsing around the internet I saw that content for almost all subjects were available for use. Students can download tutorials or specific podcast subject information to their Ipod where they can listen to the context on the way to school on the bus or at lunch etc. This technology is not restricted to where and when students can listen.

Podcasting in Education http://prezi.com/_trbjzs-ofyx/podcasting-in-education/ 

Picnik Reflection

What a great program. So much time can easily be spent on picnik, it's a danger to my grades.

Students could utilise this program quite easily in most class settings designing projects that include photos and their imaginations. In the HPE setting students can design brochures on nutrition or produce sports day programs that use photos downloaded and digitally altered (for a bit of fun).

The yearly school magazine has a sports day page in which HPE students can participate in. Fun photos can be used to keep the magazine light hearted and friendly.

Wiki Reflection

To have a look at my Wiki click HERE

Moodle requested I watch the YouTube video that gives a plain English explanation of one application for a WIKI and I'M SOLD. 

What a great central place to organise or discuss what ever we like without having to be in the same room and at your leisure.

I can see a Wiki being very useful in the classroom to promote discussion and lateral thinking amongst the class. 

I am will be a HPE teacher and my background is sports so the easiest subject for me to use was drugs in sport. Please have a look and I'd appreciate any feedback. 


The basis of my learning design is to have the students use De Bono's Hats as a thinking tool for group discussion and also individual thinking.


There are two pages to my wiki.

Webpage Reflection

To have a look at my webpage click HERE

I've visited thousands of websites and CQU can proudly know that I created my first webpage through them.....congratulations. I enjoyed the process and was surprised how easy it actually is to construct. The instructions are clear and stepped out.

Websites could be used to support learning. Uploading the study guide and weekly lessons are a great start for the front page. All notes corresponding to the lesson will be on one central location and access is 24hours/day. I like this idea because it will limit the amount of paperwork to be handed out.

The head of department and/or principal can also monitor what is being taught in the classroom by accessing the webpage.

Blog Reflection

1. Create a blog.........to view my blog left mouse click here.....

Does the Uni subsidise reading glasses?? With the amount of reading achieved online I'm saving a heck of a lot of paper and developing very poor eyesight.

Reflection
Prior to this course the only experience I had with blogs was reading friends blogs. Both blogs were set up as a way for their respective family and friends to keep up-to-date with their travels and family life. They regularly entered journals, photos and videos and I was able to read them at my leisure and leave commen

ts.This an example of how a blog can be used socially and keep people connected. Other blogs are for professional purposes purposes such as George Siemens. I see blogs as a great way to share information socially and professionally. 

PMI ABOUT BLOGS
Plus:

• Information can be available for everyone in one central location ie. Parents
• Anyone can leave comments against the posts they read
• It is connectivism - learning with computers and the internet
• Blogs cover many subjects and disciplines
• Shares school work

Minus:

• Impersonal
• A few instructional lessons may be required for unfamilar students
• Some students may not contribute 

Interesting:

• A good digital icebreaker
• Can be a journal for the school year

In a teaching context:
It's important that I have a solid understanding and a solid framework prior to engaging my students. With a solid foundation I can model the behaviour I want my students to exhibit with blogs, wiki's and websites (Huette, 2006). 

Here are some suggestions of how to grow blogging into your class:

1. Start your own blog on any subject you choose and update it regularly. Become a blogger
2. Start small
3. Start a class blog with simple announcements, homework assignments, and external links.
4. Ask students to read other blogs. Start by supplying a subject related list and review them with your students.
5. Ask students to respond to posts on your own blog.
6. Have students create and maintain a group blog.
7. Ask each student to start and maintain their own blog on a subject of their interest that is pertinent to the class.

Sourced from http://www.careersmarts.com/21/BlogsInEducation.pdf

References:
http://www.careersmarts.com/21/BlogsInEducation.pdf

Conclusion

Prior to this course I knew scaffolding to be an external arrangement used to assist labourers to build something and I knew that frameworks came in steel, timber or block work. After three weeks of ICT study I have been enlightened that in educational terminology scaffolding exists in teaching and is similar to scaffolding in construction. It is designed to start with a solid foundation and a temporary structure used to support people. Coupled with frameworks, our aim as teachers is to facilitate learning development by following a scaffold of structure towards the curriculum outcome. My skills in scaffolding and framework in ICTs are important and must be applied in a responsible safe manner, while respecting the privacy and safety of everyone involved. I will be challenged to bring different ICT perspectives and ideas to the classroom. The implementations of ICTs should be fun and enjoyable within the appropriate curriculum. The outcome should prepare and shape our students for everyday life and employment. 

References:

Clark, D. (1999). Bloom's Taxonomy of Learning Domains: The Three Types of Learning. Retrieved from            http://www.nwlink.com/~donclark/hrd/bloom.html

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

Mergel, B. (1998). Instructional Design & Learning Theory: The Basics of Constructivism. Retrieved from             http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of            %20Behaviorism

Prensky, M. (2001). Digital Natives, Digital Immigrants. Retrieved from             http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrant            s%20-%20Part1.pdf

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from             http://www.elearnspace.org/Articles/connectivism.htm

Sweller, J. (n.d.). Cognitive load theory. Retrieved from http://tip.psychology.org/sweller.html

Watson, J. (n.d.). Classical Conditioning. Retrieved from http://www.simplypsychology.org/classical-            conditioning.html

Learning Theories

From my own observations and experiences I can state that technology and communication is evident throughout the world. I spent 2 months travelling through Africa and after seeing the gorillas deep in the Rwandan rainforest I was able to return to the hotel and email my adventure from a 3^rd world country. This statement is backed from my experience of living overseas for six years and travelling to over 30 countries on four continents. Our next generation are digital natives; that is, they represent the first generation to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones and all the other toys and tools of the digital age (Prensky, 2001, p. 1). 

Using a wiki as an online e-Learning strategy supports learning in a positive manner. The students today are all native speakers of the digital language of computers, video games and the Internet (Prensky, 2001, p. 1). Students are interested in technology (my observation is backed by the fact there is 1 billion or so members on Facebook worldwide. Baffling is the debate of digital technology in schools and the resistance is head shaking. My parent’s generation resisted the introduction to seat belts in cars while my generation resisted the introduction to wearing helmets on pushbikes when all the while there was evidence that it would be beneficial. Our communities had to be educated and the reasoning justified. Digital pedagogy will be discussed; disagreed upon; justified; but whatever you and I agree on, the one fact is that it will be implemented in schools. Education Queensland (2008, p. 3) identifies digital pedagogy as being “a new way of working and learning with ICT to facilitate quality learning experiences for 21^st Century learns. Digital Pedagogy moves the focus from ICT tools and skills, to a way of working in the digital world”. While I agree with that statement I also see it as an evolutional process and the factor here is that technology has moved at such a fast rate that if then we as educators fail to implement appropriate teachings then we could fall behind. 

Engagement theory ensures students are included and can progress and achieve targets together. I love working in groups, although I’m likely to take the lead since I enjoy contributing my knowledge and learning from others to achieve the goal. Engagement theory is intended to be a conceptual framework for technology-based learning and teaching (Kearsley & Shneiderman, 1999, p. 1). Engagement theory has three components that are summarised as Relate-Create-Donate and implies that learning activities should occur in groups (collaborative); are project based and have an outside (authentic) focus (Kearsley & Shneiderman, 1999 p.1). I agree with this framework especially for the senior students because these components appear in the workforce and ideally students should be taught in alignment with what to expect in jobs. Just like engagement theory. Bloom’s theory is also based on the three domains of cognitive (knowledge), affective (attitude) and psychomotor (skills) (Clark, 1999, p. 1). Clark (1999) states “this compilation divides the three domains into subdivision, starting from the simplest behaviour to the most complex.” I cannot separate these frameworks and I support both of them respectively. They have my support because I am predominately a visual / kinaesthetic learner and both of these frameworks touch on physical skills.