Assignment 3 - eLearning Design

Having decided the unit (Rocks) I was going to be working on, it was important to be profiling my learners so as to be more effective in the delivery of my content. In order to do so I had to answer the Learning Management Questions namely

LMQ 1- What do my Learners already know-

In order to answer the first question I had to find out what my learners already knew and by carrying out a KWL exercise on the whiteboard I got a pretty good idea about my starting point for the lesson. The essential learnings (Earth and beyond for end of Year 7) from Queensland Studies Authority helped point me in the correct direction. I could read the knowledge and understanding statements to assume that they would have learned about changes to the earth over varying time periods and can be interpreted using geological evidence. Being a young cohort who needed constant engagement and to make the topic of Rocks more interesting, we decided to include some practicals as well. This not only engaged the tactile learners but also kept the class involved and participating in the learning process. The use of a “Who am I” quiz about the rocks not only helped them recall their basic knowledge about rocks, weathering and erosion.

LMQ 2 – Where do my learners need/ want to be?

Based on the essential learnings knowledge and understanding statements the students at the end of the unit would be able to interpret the geological evidence to provide information about past and present events. Also they would be able to recognise the different types of rocks, their characteristic feature, weathering and erosion as well as engage themselves with people from real life (e.g. geologist, construction worker etc.) to get a perspective that is different from theirs.

LMQ 3- How does my learner best learn?

 I also carried out a LearningInventory to get to know the learning style of my class. I already had discussions with my mentor teacher and based on her experiences as well having taught the class for the previous term and the results from the inventory most of the class learnt best visually with a mix of tactile learners in the class. I then incorporated the use of visual aids, Power Point presentations, movies and video clips. The assignment (Snapshots in time) was designed keeping in mind their need to be engaged as well as to help them think creatively (higher order thinking).

While answering the above three LMQ’s I also had to keep in mind the cross-curriculum priority of engaging ICT by means of (sourced from QSA, 2007):

Inquiring with ICT’s where students explore, select and use ICT’s in the process of inquiry and research across the key learning areas. They plan and carry out searches to select appropriate sites to answer their research questions.

Creating with ICT’s where students experiment with, select and use ICT’s to create a range of responses to suit the purpose and audience as well as they use ICT’s to develop understanding, demonstrate creativity, thinking, learning, collaboration and communication across all the KLA’s

Ethics, Issues and ICT’s where students understand the multiple roles and impacts of ICT’s in society. They develop and apply ethical, safe and responsible practices when working with ICT’s in online and standalone environments. There are very clear guidelines about ICT expectations (including ethics, issues and ICT’s) put in by Department of Education, Queensland (2011) under their Smart Classrooms which can be accessed here.

Jones (1999) argues that any collaborative group work needs to be set up and orchestrated to achieve desired results. It may still end up as an awkward collaboration exercise not so comparable with face to face work of equivalent nature. While debate continues, whether the design for eLearning is based on behaviourist theories of knowledge acquisitions (Gagne, Briggs & Wager, 1997) some still believe that a constructivist approach serves the need better for the varied learning styles.(Honebein, 1996, p 11-24). Lesson plans have been identified as important resources which are used throughout the schools (Littlejohn & McGil, 2004).  As per Conole & Fill (2005) the learning task consists of three main components namely-

· The context including the subject, level of difficulty, the intended learning outcomes and the environment of the activity

· The learning and teaching pedagogies used, including the different theories and models

·  The tasks undertaken, the details of the task, the techniques and the resources used as well as the different roles of the people involved in the assessments associated with the learning activity.

Figure 1. Source: http://jime.open.ac.uk/jime/article/viewFile/104/275/1064

   The design rationale is made up so that the student engages in the learning activity both in individual as well as in a group capacity (collaborative). Care has been taken to include learning theories like cognitive (learning through understanding), situative (as a social practice). The task given to the students was scaffolded for better understanding and there were exemplars shown for the same so that they could get an idea of the approach to take.
        

Education in the 21^st century involves teachers and learners in a collaborative exploration of global resources and learning activities that effectively utilise the same are being made to be shared, adapted or adopted.

What follows is my Action Plan for the implementation of the Unit that was designed keeping the learning needs of my class in mind.

Action Plan for Implementation

•  Year 8
•  Earth and Beyond
•  Topic - ROCKS (types of rocks, assignment , rock cycle)
•  8 week overview (24^th June)
•  Ways of Working-

Ø Plan

Ø collect and analyse first- and second-hand data, information and evidence evaluate information and  evidence and identify and analyse errors in data

Ø  draw conclusions that summarise and explain patterns in data and are supported by experimental evidence and scientific concepts

Ø  identify, apply and justify safe practices

Ø reflect on learning, apply new understandings and identify future applications.

• Knowledge and Understanding-

Ø Geological evidence can be interpreted to provide information about past and present events

e.g. the earth’s surface is shaped by volcanoes and earthquakes, which can be understood in terms of the theory of plate tectonics

• Common Curriculum Elements-

α –   Search and locate items/ information

β –   Interrelating ideas and themes

θ –   Justifying

π– Using correct spelling, punctuation and grammar, using vocabulary appropriate to the context, setting out/ presenting/ arranging/ displaying

1.      What your learners will be learning and demonstrating at the end-

The students will investigate the dynamic nature of the rock cycle. They appreciate where and why rocks have been used in buildings and monuments in the local area.

Students will:

• explore how the forces of contraction, expansion and freezing of water can lead to the weathering of rocks
• investigate the chemical weathering of rocks
• create representations of the stages in the formation of igneous, metamorphic and sedimentary rocks
• identify a range of common rock types using a key based on observable physical and chemical properties
• recognise that rocks are a collection of different minerals
• appreciate the timescales involved in rock formation and that the mode of formation determines texture and the minerals contained in the rock
• investigate the relationship between rate of cooling and crystal formation size
• research how rocks, minerals and ores, provide valuable resources and are used in aspects of everyday life
• engage with a geologist to learn about rocks, minerals and their existence and use in the local area
• participate in field work or use Google Earth to investigate rocks and the use of rocks in the local area
• communicate ideas and findings using scientific language on a Class wiki.

(Source: Year 8 plan- Australian Curriculum: Science retrieved on 23^rd May 2011 www.qsa.qld.edu.au/downloads/early_middle/ac_yr8_sci_year_plan.doc)

2.      What the learners will be doing

• The learners will be studying different types of rocks (sedimentary, igneous, metamorphic), weathering and erosion, Fossils and the rock cycle.
• The class will be taught theory as well as engaging in practical activities. The students will get to differentiate and identify the different types of rocks form the samples provided.

3.      How will they be doing this

• The learners will be completing an assignment (as part of the learning activity) titled “Snapshots in Time” where in they will create an annotated timeline (using Time-Toast.com or any other pictorial way) showing 5 snapshots of geological events in Australian context.
• They will be engaging in their practical groups of 4 each during the classes for carrying out practical tasks/ experiments to learn more about the types of rocks and effects of chemical weathering.
• With the help of these activities they will be able to remember (the facts), think (critically), investigate (uses) and create (plans and maps for showing rocks in the building and construction).
• Written: An aeon in the life of a rock.

Write a narrative that describes the history of a rock: its description, formation, position in the rock cycle. Make predictions about its future as a rock

•  Multimodal: Rock walk

Investigate natural rock outcrops and the use of rocks in, for example, buildings and monuments in the local area. Present a set of guidelines or create a virtual tour outlining where the outcrops, buildings and monuments are located. Justify the choice of rocks for a given purpose.

 

4.      How is ICT embedded into the learning sequence and what is it used for

• Create a mind map (on paper or electronically) using a list of terms relating to the structure and function of rocks
• Use Google Earth
• Use Timeline ( Time Toast or any other) for their assignment
• Research using the internet, searching properly using correct search terms and search engines
• The assignment needs to be presented on Microsoft word with correct Bibliography
• The unit will be taught using PowerPoint presentations
• Embedded videos, pictures, diagrams will be shown for better understanding of the topics
• Using Skype to talk to the Geologist
• Drawing of a Data table to collate their practical results on rocks and fossils
• The learners will have opportunity to engage in Literacy (Glossary of terms), Numeracy (data), Critical and creative thinking, personal and social competence as well as ethical behaviour.

5.      What the final product will be and who it will be for

The students at the end of the term will hand in their assignment on ‘Snapshots in Time’ as well as their in-class booklet designed to keep a track of their learning through the term. They would be able to explain, identify, differentiate through their learning as well as create and develop their thinking to align with the concepts of Rocks and its uses. They would be having a glossary of key terms for them to refer to for better understanding.

6.      How will you align your unit with Bloom’s Taxonomy to support a focus on higher order thinking

• Remembering- types of rocks, properties and drawing sketches
• Understanding- formation of different types of rocks 
• Applying- Experiments on the characteristics of rocks
• Analysing- Comparing and contrasting the rocks as seen by a Geologist, construction worker and an interior designer for a real-life scenario. 
• Creating- Writing a narrative about rock, its history and its future.

Reference

Conole, G. & Fill, K. (2005) A learning design toolkit to create pedagogically effective learning activities. Retrieved on 28^th May 2011 http://jime.open.ac.uk/jime/article/viewArticle/2005-8/275#JONES(1999)

Gagne, R. M., Briggs, L., & Wager, W. W. (1974). Principles of Instructional Design. Fort Worth. Texas: Harcourt, Brace Jovanovich

Honebein, P. C. (1996). Seven Goals for the Design of Constructivist Learning Environments. In B. G. Wilson (Ed.), Constructivist Learning Environments, Case Studies in Instructional Design Englewood cliffs, New Jersey.: Educational Technology Publications, Inc.

Jones, C. (1999, p.27-36) From the sage on the stage to what exactly? Description and the place of the moderator in co-operative and collaborative learning

Littlejohn, A. and McGill, L. (2004). 'Report on the effectiveness of resources for e-learning’, report for the JISC commissioned Research Study on the Effectiveness of Resources, Tools and Support Services used by Practitioners in Designing and Delivering E-Learning Activities.

Using Image Chef

Playing around with ImageChef as another alternate to Wordle which gives an option to put words in different shapes and images.

Conclusion- Digital Technologies

At the end of 2006, Time magazine's Person of the Year was "You". On the cover of the magazine , underneath the title of the award, was a picture of a PC with a mirror in the place of the screen, reflecting not only the face of the reader, but also the general feeling that 2006 was the year of the Web- a new, improved, 'second version', 'user generated' Web.(Anderson, 2007). He further goes on to add collaboration, contribution and community are the order of the day and there is a sense, in which some think that a new social fabric is being constructed before our eyes. These ideas though, need technology in order to be realised into the functioning Web-based services and applications that we are using.

Our newest generation, currently in K-12- is demonstrating for us the impact of having developed under the digital wave. These youth have been completely normalised by digital technologies-it is a fully integrated aspect of their lives ( Green & Hannon, 2007). Children are establishing a relationship to knowledge gathering which is alien to their parents and teachers as exemplified by Green &Hannon (2007,p.38.)

Traditionally, education has been impeded by the security and other potential dangers of employing social networking technologies. These concerns should not be ignored as much as the tools due to these concerns. The advances happening in these technologies allow us to counter and manage the potential dangers.Technology can have a reciprocal relationship with teaching. As new technologies emerge, it pushes education to understand and leverage these technologies for use in the classrooms as well as the implementation of these technologies decides how they continue to shape up.

With these thoughts filled in my head, I started the analysis of the digital technologies selecting them on basis of their strengths and weaknesses keeping in mind how I could use them effectively to deliver the learning outcomes of my students.

My BLOG (WeBLOG) is a web site that contains dated entries in reverse chronological order (most recent first) about a particular topic. It was my tool of choice, as it engages people in knowledge sharing, reflection, and debate, as they often  attract a large and dedicated readership.They will be used for reflection in my classes. As the RSS feeds make blog content accessible through the readers, it will allow my students to increase their sharing of information amongst the interested students. As blogs provide a forum for discussion that goes beyond coursework to include culture, politics and other areas of personal exploration, the students will learn as much from each other as from the teachers or their books. The blogs done by them will offer another mechanism for peer-to-peer sharing and acquisition. The table below gives a snapshot of the uses of blog in Education

http://www.edtechpost.ca/wp-content/blogs.dir/2/files/2008/10/matrix2.gif

 I will, promote the idea of using blogs in the classroom as it promotes critical and analytical thinking, creative and intuitive thinking as well as analogical thinking (Huette, S.2006) but also keeping in mind that blogs are highly volatile and as bloggers can edit or delete posts it makes blogs difficult to archive or index.

The next digital tool I analysed was Podcast, originally called audio blog, they have their roots in effort to add audio streams to early blogs (Felix and Stolarz, 2006). I chose Podcast because it allows the education to become more portable( Educause, 2005). It cannot replace the classroom, but it provides teachers one more way to meet the students where they "live"- on the Internet and their audio players. It allows students to use their technology-based entertainment system(iPods, MP3 players) for educational experiences. The delivery of information is not one way traffic only but the students can also create their own podcast as a record of their activities, or a reflection on what they have learned. While it is the only tool after the entrance of internet that could completely eliminate the need of a classroom. There is a fear that podcasted material will cause the students to "skip lectures altogether, leaving professors with empty classrooms and undergraduates without the critical student -teacher dynamic(Knight, 2006). It also raises the philosophical question about intellectual property: Who owns classroom content? He further adds that Podcasts are time efficient for educators, reducing the need to repeatedly state the same material. Students no longer have to feverishly write down notes , expanding their role in class discussions and general participation(Rosenbaum, 2006). Other instructors have decided to supplement their existing material with recorded audio from classmate(s), allowing for a type of peer review( Gonzalez, 2006).

With the use of this tool to help deliver my lessons, if needed, I have to be aware of some of the drawbacks like not having sufficient bandwidth to download the podcast. There could be issue with the formatting and as this is an audio method I have to be mindful of the visual learners as well those with hearing impairments. It is mostly a one way traffic as it is not designed for two-way interaction.

The third tool I selected, was the old tried and tested PowerPoint as they are best used when students are expected to retain complex graphics, animation, and figures(Shock, 2009). By doing the SWOT I have explained the strengths that make PowerPoint a tool of choice. The ‘‘intelligent use”(when to use and when not to) of educational technologies can be defined with three components

•  How do people learn (cognitive component)? 
•  How can the learning experience be facilitated (instruction component)? 
•  How can technology be used to improve instruction and learning (technology component)?

The last tool Mindmap (concept mapping) was the most interesting and intriguing as I not only went out of the two suggested examples searching for a mind map that looked different but it also took a lot of time and effort. A Mind Map is a form of an outline with ideas and pictures radiating out from a central theme. By presenting ideas in a radial, graphical, non-linear manner, mind maps encourage a brainstorming approach to planning and organizational tasks. It initiates higher order thinking(HOT) in the students as they plan for an activity or a project in smaller groups which allows students to voice their ideas, support their ideas with evidence, listen to other points of view, and gain confidence (Meyers & Jones, 1993).  The creation of a Mind Map in a small group is an active and collaborative learning exercise. And because a Mind Map captures a specific topic in a nonlinear fashion and incorporates graphics and colors, this exercise can connect with learners whose style is not as well- served by traditional linear, text-based materials. Therefore, using Mind Maps as an in-class exercise is one more tool that we as teachers can add to our portfolio of active learning activities as we seek to move beyond “chalk and talk.”(Budd, 2003). Buzan & Buzan (1993) articulate how the nature of Mind Maps can facilitate richer and broader associations, and hence better learning. It is an exercise that I, as a teacher can use to add active and collaborative learning to my course. My students will be engaged in making their own mindmaps by coming up with their own ideas, associations and not just copying what I have put up. A collaborative relationship between the teacher and the students is thus developed with the teacher being  a " guide on the side" and not as "sage on the stage"(Palloff & Pratt, 2001, 108). Mind mapping is a very collaborative learning rather that cooperative learning as there are no structured groups. As visual learners need more of visual aids and the tactile learners need to do things, mind maps fit ideally in their scheme of things.(Buzan  & Buzan 1993).

The mindmapping exercise supports active learning, as the students are working on their own,smaller groups facilitate easier teacher and student contact and develops cooperation and understanding between them. As this exercise has drawings and graphics, it respects diverse talents and ways of learning.

There are a wide variety of online digital tools available but we have to be aware of the pitfalls associated with it.Students might access inappropriate content online. Even though some of these sites are blocked, how the student reacts needs to be taught to them as and when they are faced with the situation. As the students themselves are creating online content, inappropriate sharing is also a concern. Regardless of policies and filters in place at school, students will use the technologies outside of school, so they must be taught to do so responsibly, ethically, and safely. It is easy for students to post the very offensive material they are supposed to be protected from, and if students post threatening material online, this can lead to cyber-bullying and legal consequences. The ease of copying material online makes intellectual property issues a concern as well. Discussing the norms and values of academic honesty, copyright, and fair use are critical in helping students understand the law and their responsibilities.Students need to be introduced to alternative copyrights such as the creative commons at creative commons.org. The concerns are more serious when the students might be the victims of a crime. Some of the risks of inappropriate sharing are fraud and theft, including identity theft. Students need to understand that posting sensitive information about themselves, their family, or their friends can be risky behavior for everyone involved. The most grave concern regarding the use of the read/write web by students, and the most serious consequence of inappropriate sharing, is the fear of cyber stalkers or predators. For their own safety students must be taught not to post their names, addresses, phone numbers, personal information, or pictures, particularly sexually suggestive images. Students should never make plans to physically meet with someone they met online as it can be a potential life threatening issue.( Edtech, 2006)

Web 2.0 is  a lot more than just a set of ‘cool’ and new technologies and services. There are a few challenges(Anderson, 2007) for education like the crowd and its power that will become important as the web facilitates new groups and communities; the growth in the self-generated content and a culture of DIY will challenge conventional thinking on who exactly does things, who has knowledge, what it means to have élites, status and hierarchy.The collaborative, communicative, interrelated nature of the Web makes it an especially ideal tool for supporting Social Constructivism in the classroom (McMahon, 1997).These technologies line up strongly with the constructivist and social constructivist theories of learning, and so will fit in well with the classrooms where these theories of learnings are practised.

There is no doubt that there will be a lot of challenges faced when the time comes to implement these technologies in classroom, as is the case with the most fundamental non-tech lessons.

                 And like anything that is new, there is a learning curve.

I am still learning.
Michelangelo

References-

• Anderson, P.(2007) What is web2.0? Ideas, technologies and implications for education
• Boulos, K., Maramba, I.,Wheeler, S.(2006) Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. Retrieved on 9th April, 2011 //www.biomedcentral.com/1472-6920/6/41/?ref=nf
• Budd, J.(2003) MindMaps as Classroom Exercises
• Buzan, T., Buzan, B. (1993) Your brain’s untapped potential The Mind Map book: How to use radiant thinking to maximize.
• Edtechlife (2006) The Benefits and Concerns of Read/Write Web in Education retrieved on 7th April http://edtechlife.com/files/ReadWriteWeb1Page.pdf
• Educause Learning Initiative (2005) 7 Thing you should know about Podcasting retrieved on 8th April,2011 http://net.educause.edu/ir/library/pdf/ELI7003.pdf
Educause Learning Initiative (2005) 7 Things you should know about Blogs retrieved on 9th April, 2011://net.educause.edu/ir/library/pdf/ELI7006.pdf
• Felix, L., Stolarz, D. (2006) Hands-On Guide to Video Blogging and Podcasting: Emerging Media Tools for Business Communication. Focal Press: Massachusetts, US
• Gonzalez, J. (2006). Students carry missed lectures around campus on iPods.Plain Dealer. Retrieved 5th April,2011 http://web.lexisnexis. com.lp.hscl.ufl.edu/universe/document?m=a355dfa2bf963a04f16daa01fffed6b9&_docnum=49&wchp=dGLbVzb-SkVA&_md5=4a79004207f8a2d1018ecf88c2bb51d8
• Green, H.& Hannon, C.(2007) Their Space: Education for a digital generation, online version, accessed April 8, 2011. http://www.demos.co.uk/files/Their%20space%20-%20web.pdf
• Huette, S.(2006) Blogs in Education
• Klopfer, E.,Osterweil, S., Groff, J., Haas, J.(2009) Using the technology of today, in the classroom today
• Knight, Rebecca (2006). Podcast pedagogy divides opinion at US universities .FT.com. Retrieved 8 April, 2011 http://news.ft.com/cms/s/904272e4-9997-11daa8c3-0000779e2340.html 
•  McMahon, M. (1997). Social constructivism and the World Wide Web - A paradigm for learning
• Meyers, C., Jones, T. (1993) Promoting active learning: Strategies for the college.
• Palloff, R., Pratt, K(2001) Lessons from the cyberspace classroom: The realities of online classroom teaching 
• Rosenbaum, Todd (2006) A podcasting dilemma. The Cavalier Daily.Retrieved 7 April 2011,http://www.cavalierdaily.com/CVArticle.asp?ID=25653&pid=1387
• Shock, Dr.(2006) PowerPoint In Education retrieved on 9th April, 2011 http://www.shockmd.com/2009/03/05/powerpoint-in-education/

Blog 4 Reflections- Animations and Simulation

After going through all the tools in group 4 I have made an online concept map about them from IMind

Click to Enlarge

 I found the concept maps as the most powerful tool and I would be using the same to enhance the learning of my students as I feel it is easy to do as well as presents the views of the speaker in an organised manner. The 3D view/ presentation enhances the whole experience. below is a SWOT analysis of the same.

Click to Enlarge

Reference-
Mind Mapping (2007) retrieved on 8th April http://www.dpi.vic.gov.au/DSE/wcmn203.nsf/LinkView

Blog 2 Reflections- Digital Images, Podcasting and Digital Video




Taj Mahal (Original) from my Trip to India



Taj Mahal (Cropped and coloured)








The above pictures have been resized and cropped and coloured using Mobaphoto

Use of Picnik to do the same work as under



India Gate(original)









Magic of Picnik



PODCASTS/MINICASTS-
 I liked the minicasts a lot and I made one as well. I thought it gave me an opportunity to put pictures along with audio( for all those visual learners). My only problem was that I wanted to put my spoken bit( about Taj Mahal) to run in the background but could not get it going inspite of repeated attempts. So I had to make do with a song.

My first Podcast is uploaded here and below is a SWOT analysis on the tool

Reference- Podcasting- Presentation by Hamdan, F., Saleh, D., William, V. retrieved on April 7th from http://www.docstoc.com/docs/62832649/Podcasting

Digital Video-
This animation video was made for my son's ICT project in year 6 where in about 450 digital photos were taken and then uploaded to the Windows Movie Maker.For the background music tune (What you want- Version 2)  was picked up from The Learning Place. the completion of the project not only taught my son and me a lot of new skills but gave him a sense of achievement and fulfillment as well.
Since I could not post the .wmv file to the blog I had to open an account in You Tube so as to get the embed code!!. For me it has been a learning experience as I have never had the opportunity to have a play around with this  wide array of digital tools. As I am progressing and my familiarity increases, I am trying out new methods and techniques to get results.



The below video presentation explains about use of Digital Video in education

Digital Storytelling with Movie Maker

My Trip to India-Memories

monil pooja's photostream on Flickr.

I have put photographs of my India trip from my Flickr account on to my blog

Blog 3 Reflections- Powerpoint, Prezi and Glogster

After going through the above tools, namely, Prezi, Glogster and Powerpoint I decided to reflect on PowerPoint by doing a SWOT analysis as posted below.

SWOT on PowerPoint

View more presentations from Monil Beotra.

AND what not to do.......

Death by PowerPoint

View more presentations from http://www.slideshare.net/thecroaker

PREZI-

An alternate to PowerPoint slides is to use Prezi, as this web-based tool allows me to create a single canvas of text, images, videos, etc. online. I can flip from location to location on the canvas, sometimes turning elements upside down, sometimes zooming in or out, to explore the relationship between ideas. Like a painter, we can draw the canvas by choosing the visual imagery to create the presentation, in contrast to the text-heavy, outline-based methodology of PowerPoint.
The theory behind Prezi is that our ideas are not linear, but rather bundles of interconnected concepts that are better captured as a whole with many parts. Prezi allows the user to illustrate the relationship of concepts to one another. I fond it to be an extension of PowerPoint and the fun part of the Prezi if not done in moderaion can become mundane. Any big picture or word can be broken down into smaller elements for easier understanding.



GLOGSTER-

That was something I had never heard of, so was a bit inquisitive before trying it but from what I could gather it is a social network that allows the users to create interactive posters or Glogs. It is mainly aimed at teenagers so might be a good tool to use in secondary classes as they would associate themselves with it. The basic edition is free and the the premium version with more features comes with a cost so might be a hindrance for schools to use.