Blogging

I've given myself several weeks to explore Blogger as a tool and come to understand its limitations and possibilities as an online space.
It is one of my favoured online spaces (group 1 technology); probably because I have become familiar with its layout and options. I have always found it user friendly and engaging. It has been a great way for me to keep track of my progress throughout the course of E-learning. It has been a stable platform for me to record my learning and emotions. It has allowed me to engage in ITC and helped me become comfortable with the potential of online spaces and my own online identity.

Blogging is beginning to enter education (an example is this course itself) and I believe that is for numerous reasons. Blogs are personal and allow ownership of work. They can be updated on campus, in an online cafe or in the comfort of ones own home. They can be shared and have feedback provided to them. Conversations can be had using the comment feature. Links, audio, videos, html for other technologies such as Voki and Dipity Timelines and pictures can be embedded into blogs. They can be customized with free templates, layouts or html (believe me I tried a lot!) and the adjustment of text font, size and colour. Gadgets can be added to the side of Bloggers; I've added a poll, a Voki, a picture and a slide show to mine. They encourage collaboration and reflective and critical thinking in learners (and I speak from personal experience).

They are an extremely personal web space and I can see them working well as a learning tool to promote creative and critical thinking in learners. I can also see them working well as an assessment tool - perhaps students could blog from the perspective of a character from a book, movie or history to demonstrate a complex understanding of perspectives. Or they could blog from their own perspective about their learning or document their progress. They could explore themes through their blog or reflect on experiences.

There are weaknesses in blogging, however. They do tend to encourage individual thought processes without allowing for much collaboration on projects outside of the comment feature. They are also a very visual orientated tool and because of that content may be sacrificed at times. They rely on Internet connectivity and because of this some students may be disadvantaged if they cannot access a reliable source of Internet outside of school time.

At all times learners and learning managers are required to consider safe, legal and ethical guidelines. Blogger establishes an online identity and learners need to understand and be aware of this. Creating unprofessional and inappropriate online identities can have ramifications in the future - employers searching possible employees on microblogs such as Facebook provides examples of this. Users of Blogger need to carefully consider postings and be disinclined to post negative personal comments online as such "venting" can have legal consequences. Learners should be educated about copyright laws and online obligations such as acknowledging sources of pictures and videos. Privacy laws need to be considered as well and a set of class rules regarding blogging may help to educate learners and protect them from breaking laws if rules are adhered to.

Reflective Synopsis

Information and communication technologies (ITC) are fast becoming essentials in everyday life. In fact most people now consider it normal to be able to find information, take photographs, record and communicate with others using only one device (Naismith et al., 2004, p.1). With ITC playing such a vital role in workplaces and everyday life educators need to take into account the needs of 'digital natives' (Prensky, 2001) and, importantly, consider how we can best use the available resources to support learning (Naismith et al., 2004, p.1). Some claim that web-based learning tools support the diverse range of learners' needs through the use of various technologies (Phillips, Maczewski & Wang, 2002, p.1). If this is so, the importance of utilizing e-learning technologies in the classrooms is paramount, not just to ensure that students are prepared for the future but also to aid in achieving learning outcomes in all learners, which is the ultimate goal of any learning manager (Marzano & Pickering, 1997).

Managing E-Learning introduces student learning managers to the different types of technology available and helps us to explore its potential in a classroom setting. Throughout this course we have been encouraged to think about tools in depth with the use of careful scaffolding such as Edward de Bono's thinking hats, PMI tables and SWOT analyses.
The technologies I explored are divided into four distinct groups: group 1 is inclusive of online spaces, group 2 consists of multi-media technologies, group 3 contains interactive, multi modal presentational tools and group 4 includes simulations and animations. While these technologies are becoming an important component in many learners' lives it is critical that they are used in to reinforce learning with individual learners and learning preferences in mind. Koehler (2011) recommends that educators combine technological knowldege, pedagogical knowledge and content knowledge to truely intergrate technology into classrooms. I have grappled with this concept over the past six weeks and have attempted to increase my understanding of all three of these components. I have seen my opinions change and my knowledge grow and I hope one day that I can help my learners have the same experience.

Group 1
Group 1 technologies (online spaces) consisted of wikis, websites, blogs and microblogs.
To better understand online spaces I contributed to a a campus wiki and even created my own wiki page. I understand the many risks of wikis in the classroom and have reflected on them accordingly in my Week Two Reflection. However it is important to understand their possible benefits too. An example of such benefits can be seen in Polymath. Polymath was coined by Timothy Gowers, a mathematician of the University of Cambridge, when he considered it in a blog entry in 2009. This idea snowballed into a wiki-style online space where mathematicians discussed and contributed to the solution of a previously unsolved mathematical problem. The problem was solved through online collaboration thanks to ITC (Aron, 2011). Although wikis have existed for years the idea of professional mathematicians collaborating through them is revolutionary and demonstrates that their full potential in problem solving and education is still being developed. I have considered their possible uses within my classroom in Week Two Reflection, as well as explored my safe, legal and ethical guidelines.
Another technology belonging to group 1 is Weebly. I reflect on my own experiences in Weebly as a Tool as well as considering their strengths, weaknesses, opportunities and threats. Through my experience I gained a valuable insight into how websites could be used to direct student learning and furthermore I began to consider other possible uses for websites, which can also be seen in Weebly as a Tool.
The third and final tool I've explore in group 1 is Blogger. My own personal blog was an adventure! I've learnt so much and have begun to see its value as an educational tool. Please see my recent post on Blogging to understand my opinions on how it could be used in the classroom.
Group 2
Group 2 technologies include of images, audio tools and videos. Such multimedia tools are available through sites such as YouTube; please refer to More on YouTube for an explanation on the technology. More on YouTube also discusses the strengths, weaknesses and opportunities that exist for YouTube as a potential tool for classroom learning. I also explore an incident that shocked the Internet community and considers the risks of YouTube being a user generated database. In my post YouTube I collaborate with another E-learning student to present rough video footage of a discussion about YouTube's potential. In this post I have also considered safe, legal and ethical guidelines and the potential uses of YouTube in a classroom, but there are undoubtedly many more uses for YouTube as a learning tool and I am continuing to research its potential.
Further possibilities of multi-media include combining pictures/photographs with sound clips. While I didn't create audio files I am familiar with most audio files, downloading pod casts for personal use and recording my own voice onto my mobile phone. I can be self-conscious about the sound of my voice when it is unsupported by other media such as video or a picture stream. I believe that it is likely that some students share my concern and because of this I focused on editing photographs to explore group 2 further. To see my results please view my posts Flickr and Picnik and Photobucket. I have also included postings of the original images, available to view at Flickr, Photobucket and Picnik, which also considers the safe, ethical and legal guidelines of posting photographs online.
Group 3
Group 3 technologies are presentational tools which can include Powerpoints, Prezis and Glogsters. I found that group 3 technologies provided the opportunity to bring group 1 and group 2 technologies together: online spaces could be linked to through Powerpoint presentations, videos, images and sounds could be embedded into Powerpoint presentations or Glogsters. To broaden my knowledge on presentational tools I chose to explore Glogster by viewing other Glogsters and creating my own. My discoveries and my creation along with two of my favourite Glogsters for an educational context can be viewed in my posting Glogster. This post also considers possible uses of Glogster in my classroom and the safe, legal and ethical guidelines. I also created several Powerpoints for my own benefit to further familiarize myself with the technology. I used new techniques I was discovering through my E-learning. To see my brief reflection and a screenshot of part of a presentation see my posting Powerpoint.
Group 4
Group 4 technologies are quite open ended (CQU, 2011) but are inclusive of animations and simulations which I explored by creating my own Dipity Timeline and a Go Animate clip. These can be viewed in my postings Dipity Timelines and Go Animate Animations. Both I considered to have academic merit due to their clean, professional presentation and simplicity.

Concluding

After broadening my understanding of many different types of technologies through this course I need to consider how I can apply my new found knowledge to my classroom in conjunction with the Dimensions of Learning in order to achieve learning outcomes. I believe that successful incorporation of E-learning technologies into a 21st century classroom could enhance the attitudes and perceptions of learners. Marzano and Pickering (1997) state that attitudes and perceptions affect the students' abilities to learn. Technology can be used to create positive attitudes and perceptions about tasks for students hold positive views about ITC in an educational context (Haywood, Macleod, Haywood & Mogey, n.d., p.4). Students believe that well designed tools are convenient, accessible, flexible and supportive of learning (Phillips, Maczewski & Wand, 2002, p.3). Furthermore, the comment feature that is found on (or if necessary can be added to) group 1 technologies allows for learning managers to provide appropriate feedback where needed. These features can also be used to allow peers to critically evaluate others work, which can assist in ensuring students understand what a set tasks requires them to do (Marzano & Pickering, 1997).

Technology can also allow learners to practise desired habits of mind which can enhance students' ability to learn. With careful guidance students can be shown how to restrain impulsivity and how to plan appropriately, two habits of mind that Marzano and Pickering consider important (Marzano & Pickering, 1997). This can be done by encouraging learners to think carefully about what they post on the Internet and ensuring that as their learning manager you have educated these learners about safe, legal and ethical behaviours online.

When educators apply their knowledge of content, technology and pedagogy as recomended by Koehler (2011), I believe that technology can reinforce learning. It has the potential to allow learners to acquire and integrate knowledge because it gives students the chance to construct meaning, organize and store knowledge. This can be done in conjunction with the theory of constructivism (Naismith et al., 2004, p.3). ITC can help to create opportunities for students to discover or figure out new information for themselves by being a source of accessible information or an interactive learning program aimed at developing knowledge in learners' minds. ITC also has the potential to help students to extend and refine knowledge. ITC can provide students with graphic organisers (such as Dipity Timelines) and also allows for student structured tasks, both of which are recomended by Marzano and Pickering (1997). However, in my opinion, outside of establishing positive attitudes and perceptions, ITC finds its greatest potential in allowing learners to use knowledge meaningfully. Being digital natives 21st century learners could genuinly benefit from being set tasks that will allow them to use knowledge in a way that is meaningful to them. By setting learners a task that they can relate to their technology rich life a learning manager can give them the oppertunity and freedom to become enthusiastic about that task and practise skills that they believe are relevent to them. The world is changing. Our methods of teaching and the learning tools we use need to keep up to ensure the best possible learning outcomes can be achieved for all our learners.

References

Aron, J. (2011, May). Maths can be better together. NewScientist, pp. 10-11.

Central Queensland University. (2011). Group 4 technologies. Retrieved August 2, 2011 from http://moodle.cqu.edu.au/mod/resource/view.php?id=186326

Department of Education and Training (DET). (2002). Productive Pedagogies. Retrieved from http://education.qld.gov.au/

Haywood, J., Macleod, H., Haywood, D., & Mogney, N. (n.d.). The student view of ITC in education at the university of Edinburgh: Skills, attitudes & expectations.
Retrived 16 August 2011
http://homepages.ed.ac.uk/jhaywood/papers/studentviews.pdf

Koehler, M. (2011). TPACK: technological pedagogical and content knowledge: what is TPACK?. Retrieved from http://mkoehler.educ.msu.edu/tpack/what-is-tpack/

Marzano, R. J., & Pickering, D. J. (with Arrendondo, D.E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (1997). Dimensions of learning teacher's manual (2nd ed.). Alexandra, VA: ASCD.

Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. Birmingham, UK: Nesta Futurelab.

Phillips, B., Maczewski, M., & Wang, M. (2002). Evaluating the usability of web-based learning tools. Retrived from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.15.9246&rep=rep1&type=pdf

Prensky, M. (2001). Digital natives, digital immigrants. Retrieved August 15, 2001 from http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

Prezi

I created a Prezi today, hopefully you can view it below:
http://prezi.com/p_nistacbna_/my-first-prezi/
But maybe not - I found it so hard to navigate that the above link could be redundant. I disliked the experience immensely and was resenting it by the time I finished creating my Prezi. I couldn't even figure out how to log out so I can't provide you with a link to Prezi's home site. I usually can use web based technologies quickly and efficiently but this one just confused me. I wouldn't consider it user friendly and I don't believe that it really consolidates learning. I can think of better ways to present information.

Dipity Timelines

Blogs in Time on Dipity.

Today I'll be discussing timelines as an educational tool; I have explored two types - the traditional hand drawn timeline and the elearning timeline created on Dipity. Dipity allows users to create timelines with added features such as pictures, links and videos. Its educational merit is, in my eyes, quite apparent. Timelines are a staple of my education, I've even seen them used in lectures. They are a simple graphical organiser which displays information and events in relation to each other and time. The advantages of using timelines to display events (as opposed to a page full of text and dates) is their visual appeal and simplicity, they are easy to read and draw information from and visual learners will be more engaged and quite likely find information easier to recall. They can be used in humanities subjects to portray important events in history, in science to display cosmological events and the Earth's development or in biology to show the evolution of humans (or plants and animals) or even in English/literary studies to explore how certain events shaped literature or in units about biographies (important events in a persons life) or mathematics to show important mathematical discoveries or help learners understand the concept of time. Timelines could also be used in sciences to track the growth of something or a chemical reaction.

Unfortunately traditional timelines can be too simplistic for some subject matters and may not allow enough insight into an issue or cultural event that occurred, especially if it occurred during a "busy" section of the timeline. Furthermore they can be messy, hard to read and prone to spelling errors. The picture of my hand drawn timeline above highlights some of the limitations of a hand drawn timeline - errors were irreversible, it was messy, handwriting was not as neat as typed text would have been, important events were skipped because of space limitations and details were left out for the same reason. The timeline doesn't include any pictures because I'm not good at drawing and adding others would have meant finding relevant pictures, printing/cutting them out then gluing them on and that just would have been too much effort.

So what advantages do Dipity timelines offer over the humble handdrawn timeline? Firstly Dipity timelines may appear as simplistic as a traditional timeline but in actual fact they allow for a lot more detail. They have a clean, neat layout and time periods can be zoomed in on or out of. Pictures and videos can be added and links can be embedded. This means that a lot more information can be provided through these timelines. Errors can be rectified in Dipity timelines and further events can added later. Unlike traditional timelines they can be saved and shared, they can be emailed to others and added to later. They can be embedded into websites. Creating them is easy, as is adding additional features such links, descriptions, pictures and videos. I certainly prefer this way of presenting timelines over the traditional method and can see their merit in an educational context.

Pictures and videos require awknowledgement if included in Dipity timelines, unless original/user owned as are those in mine. In a classroom childrens safety can be ensured by gaurding their privace. Future events relating to learners should not be included in case an unwanted stranger takes an interest and decides to attend such an event. Personal details of students should be avoided, as should publishing photographs without permission (maybe only first name and hand drawn portraits should be used to represent them/their achievements).

Go Animate Animations

GoAnimate.com: Technology at Work by catnei

Like it? Create your own at GoAnimate.com. It's free and fun!

Today I created a short digital clip using GoAnimate. This simple and easy to use ITC has set templates and characters to choose from to create a visual component. The user is then able to convert text to speech or record and upload dialogue; the video above utilizes the former option. It took me about five minutes to create this video so I consider that this to be a very quick and easy technology to use. I would certainly consider using a GoAnimate clip to introduce a topic to a class. They are personalized and therefore can be made relevant to curriculum matters. The basic version is free and there are a variety of story lines, characters and scenes to choose from as well as different "genres" to pick from. The site itself encourages people to share stories and has been created to make creating digital videos easy. In my opinion this is achieved however in the future I will upload my own voice to a video instead of using the text to speech feature because I'd like to use vocal expression in a clip to make it more realistic.
Links to GoAnimate from a created clip should not be removed if the clip is embedded into a web space. Learners should not create derogatory scenes about others or use inappropriate language in these simple digital clips. Instructions on making these should be given in clear, explicit ways to ensure understanding.

Powerpoint

For so long I've considered Microsoft Powerpoint to be dependent on a presenter. This week it was time to break those old beliefs down and rebuild my understanding. Sure, Powerpoint can be used as an accompaniment to a presentation or converted into a flipchart and displayed on a Magic Whiteboard (it can then be edited during the presentation!). But it can, with the right expertise, be a presentation independent of a presenter. It can be used as a slide show accompanied by music or narration, it can tell a story or present topics/concepts. Videos (and even Vokis but this is really really tricky!) and links can even be embedded into Powerpoint. They have a lot of potential and, better yet, are a very realistic way of using technology in classroom. They are customised and can serve the purpose of the educator. They can be shared between educators and edited to suit individual purposes.

Above is a screenshot of part of the Powerpoint I compiled as part of Kingsley (see his blog) and my SWOT analysis on YouTube. Its full impact could not be shared.

Weeks Four and Five Reflection

The past two weeks have been very busy and do blur together. I've explored so many different applications available on the Internet. I've created a Wordle, I've edited photos using Photobucket, Picnik and Flickr, I experimented with Powerpoint (but sadly couldn't figure out how to share this with you!), I made a video clip about YouTube in collaboration with Kingsley (see his elearning blog) and I discovered Glogster.
Many of these online tools were new to me and I really enjoyed fiddling with them. While that it is, it's a downfall to - some of these things were just so addictive! I can definitely see students becoming as excited by them as I was. Glogster was probably my personal favourite, but they all served different purposes and functions so it's really hard to compare them.
But there is still so much to explore and learn about technology and its potential uses in the classroom. There are so many ways to use and explore the Internet. One idea that caught my eye was Pottermore. This site enables enthusiastic fans to explore the Harry Potter phenomenon in depth. As a future English teacher I believe encouraging children/students to be enthusiastic about reading is extremely important. Finding quality reading material doesn't have to be restricted to wondering around the library though. I believe that by allowing people to access reading material online this material has the opportunity to reach a wider audience including those who do not read traditional books. The concept of Pottermore could also be applied to other things such as curriculum activities which would be of great relevance to the classroom.