Reflection

In my advertisement post I think that there was a variety of different image of both natural and human features. I was also able to identify where each of these features were located. I think the music I chose was also calming and suited the tone of the advertisement. The use of the slogan at the end of the is quite effective. I also think that the advertisement showed some important natural and human features of Australia.



To improve our advertisement I think that we could show more detail about the different natural and human features. We could also maybe interview people about the some of the different natural and human features. Their positive comments could be used and added to the video, similar to an advertisement for a movie or television show.



I really like the way that 'group A' figures of the different features and included them in their video. I also liked the way that 'group B' showed how much they knew about the natural features of Australia. It was really cool that 'group C' used lego characters in their advertisement.


Our group worked really well together and came up with lots of different ideas. 'Student A' was really positive and helped encourage everyone. Our group worked particularly well when choosing jobs for everyone to complete.

Reflective Synopsis

The use of ICT’s and e-learning is embedded into the Australian curriculum in order to allow learners to develop their understanding of these technologies. In today’s ever changing world learners need to be able to use these resources in order to survive and develop their higher order thinking skills (Australian Curriculum, Assessment and Reporting Authority, 2014). This opinion has been further developed over the past six weeks, whilst using the different e-Learning resources. The following will reflect on some possible resources for use within the classroom, their legality, and the safe and ethical uses of these. Such as using e-Learning in a group environment, pedagogical implications, how technology can transform, facilitate, support and enhance learning, and its use within all levels of the “SAMR model” (Schrock, 2015). These will also examine the use of Wiki’s in a group environment, mobile phones within the classroom, blogs, videos, digital presentations and simulations. Before using these learners must be made aware of the legal, safety and ethical issues of e-Learning.

Prior to using these resources learners must be made aware of what content they can use and how to use it legally and ethically. It is essential for all schools to educate their students about the importance of these procedures (Queensland Government, 2014). These must be considered when working with presentation resources such as Prezi from reflection four, to understand how to use music, videos, photos and information legally and ethically. Students must also be educated about how to be safe online. Such as not giving out private details, how to deal with social situations and what to do if they don’t feel safe (United States Government, United States Department of Justice, 2013).

Also when considering what technology to use in the classroom, its usefulness for collaborative groups must be considered. The Australian Curriculum highly supports the use of collaborative groups when using technology in the classroom (Australian Curriculum Assessment and Reporting Authority, 2014). Using a Wiki in the classroom for collaborative groups was demonstrated in reflection one as a useful resource, and a social constructivist approach (Birt, 2015a). A Wiki can be used within two phases of the SAMR model. It enables groups to display their ideas (“Substitution”), opinions (Substitution), alter work from multiple computers (“Augmentation”) and create mind maps (Augmentation) (Schrock, 2015). Another resource that is highly useful for group work is mobile phones. Mobile phones can be used within three phases of the SAMR model (Schrock, 2015). Mobile phones can be used in collaborative groups to investigate information (“Modification”), collect and displaying data (Augmentation), create videos (“Redefinition”) and create presentations (Redefinition) to be inserted into a blog (Schrock, 2015). However the way that this technology is implemented must also work in conjunction with an effective pedagogy.

The Australian Curriculum Assessment and Reporting Authority states,

“students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively” (Australian Curriculum Assessment and Reporting Authority, 2014).

These aspects must be considered when creating an effective pedagogy that supports the use of e-Learning within the classroom. For example reflection two examined the use of blogs within the classroom. When using a blog in the classroom it needs to be considered how the blog can be used effectively, how learners can demonstrate what they know, its use as a problem solving task tool, and for group work (Australian Curriculum Assessment and Reporting Authority, 2014). Some suggestions that were given in reflection two that achieve this are: creating a mind map (Substitution), displaying a learners’ speech (Augmentation), video of a poem learners have written, with a voice over and images to accompany it (Modification), and posting a stop motion video (Redefinition) (Australian Curriculum Assessment and Reporting Authority, 2014; Schrock, 2015). When this pedagogy has been considered e-Learning can really transform, facilitate, support and enhance learning.

The use of e-Learning within the classroom can be highly beneficial to help students learn effectively.  According to Schwartz & Hartman, e-Learning can help learners develop their understanding of a large range of topics (n.d.). Birt also agrees with this, adding that e-Learning gives the learners the opportunity to work in groups, connect with others worldwide and use limitless resources (2015b). This can be seen as achieved in reflection three which examines the use of videos, specifically Adobe Premiere Pro CC embedded in a blog to support learners’ understanding.  This resource allows learners practice sight words (Substitution), film and present speeches (Augmentation), create a news segment as a collaborative group (Modification), and create a vlog (video blog) of an excursion (Redefinition) (Schrock, 2015). These activities help develop learners’ understanding, using  higher order thinking, and presenting tasks in new ways. These can also be seen in reflection five suggestion using a simulation, specifically Google Maps. For example finding the capitals of different countries (Substitution), take a ‘photo’/screenshot of a local landmark (Augmentation), plan a hypothetical worldwide trip (Modification), and a global treasure hunt (Redefinition) (Schrock, 2015).

As can be seen e-Learning is a highly effective tool within the classroom when used to its full potential. Such as a Wiki, mobile phones, blogs, videos, digital presentations, and simulations. Many e-Learning resources can also be effectively used within all stages of the SAMR model (Schrock, 2015). When using e-Learning within the classroom learners need to be educated about how to be legal and ethical about the content they use, also how to be safe about private details and within social situations. Including collaborative groups within learning can be highly effective to help support learners, along with the use of an effective pedagogy. An effective pedagogy will ensure that learners are able to use tools effectively, problem solve, and work productively in groups (Australian Curriculum Assessment and Reporting Authority, 2014). It is evident that the use of e-Learning within the classroom is essential for all learners.

Works Cited:

Australian Curriculum, Assessment and Reporting Authority. (2014). Information and

communication technology (ICT) capability: Introduction. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction

Birt, K. (2015a). Legals. Retrieved from CQUniversity e-courses, FAHE11001: Managing e-

Learning, https://moodle.cqu.edu.au/mod/page/view.php?id=101661

                                                                                                     

Birt, K. (2015b). Know your learner and the brain. Retrieved from CQUniversity e-courses,

FAHE11001: Managing e-Learning, https://moodle.cqu.edu.au/mod/page/view.php?id=101648

Queensland Government. (2014). Intellectual property and copyright use. Retrieved from

http://ppr.det.qld.gov.au/corp/governance/Pages/Intellectual-Property-and-Copyright-Use.aspx

Schrock, K. (2015). Resources to support the SAMR Model. Retrieved from

http://schrockguide.net/samr.html

Schwartz, D. L., Hartman, K. (n.d.). It is not television anymore: Designing digital video for

learning and assessment. Retrieved from http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf

United States Government, United States Department of Justice. (2013). Kids – Safety tips.

Retrieved from https://www.fbi.gov/fun-games/kids/kids-safety

Reflection 5 Week 6

The chosen digital resource for this week’s reflection is Google Maps. Google Maps is a digital map that allows you to have access to all the features of a world map, however with a lot more detail. This resource allows users to zoom out to view a world map, then zoom in the minute detail of a street. The map can also be viewed an interactive globe. As can be seen by the map below, the globe is shown and can also be rotated around on all angles. This is a feature that would not have previously been able to be carried out with a classroom map or globe. This can also be zoomed in to provide more detail, how not as much detail as the world map.

(Google, 2015a).

As can be seen above, the areas of the earth in which it is currently day time, are indicated by the light. This feature also allows you to explore the moon and Mars in a similar way. The access to this can be seen at the bottom of the image.

The image below is another way that Google Maps can be used. It is a map of Shenyang, Liaoning, China. As can be seen main roads and areas of water are shown. On the left side is a search bar, where the location has been found. Below this, directions can be shown from a designated area to Shenyang, Liaoning, China, the weather, current temperature, saving the location for later, photos of the area, important facts and what is located in and around that area.     

(Map Data, 2015).

For more lifelike detail of the map, and to help understand what the area is really like, street view can be used. The little orange man in the bottom right hand corner of the screen and dragged onto the street location that you wish to access. Below is a street view of Park Avenue, New York, USA. Using arrows along the road you can also ‘walk around’ and view more of the area. At the bottom of the photo below other areas in New York are also shown.

(Google, 2015b).

Not only can streets be viewed, but also the inside of buildings can be viewed. Below is an image on from the map taken within The Metropolitan Museum of Art.

 (Google, 2015c)

The last incredibly useful feature of Google Maps, is its ability to look at different locations over time. As can be seen in the photos below, photos taken of the area in a previous year can be selected. 

(Google, 2015b)

Photo: Park Avenue, New York, USA 2007

(Google, 2015b)

Photo: Park Avenue, New York, USA 2009

Phase	Classroom use for teachers, students & my future classroom as a part of a blog
Phase 1: Substitution Definition: Substitutes the use of technology for the same purpose as without technology (Schrock, 2015).	Learners locate countries and their capital. Learners find the different states in Australia and their capitals. Explain and show learners the different continents.
Phase 2: Augmentation Define: Using technology as a way to improve upon the functionality of classroom activities.	Take a ‘photo’/screenshot of a local landmark. Research task: Find important facts about Australian landmarks. Learners choose a place important to them and their family heritage and see how the location has changed over time.
Phase 3: Modification Definition: Students complete tasks using technology, that alter the way they would usually complete them (Schrock, 2015).	Using the globe to demonstrate how the sun and daylight works. Plan trip hypothetical trip to different countries and take screenshots/‘photos’ of the different landmarks that could be visited. Learners create an informative text in the format of a video about the ways that a local site has changed.
Phase 4: Redefinition Definition: Students could complete tasks using technology, that completely changed the way that they work in the classroom (Schrock, 2015).	‘Visit’ an exhibition at The Metropolitan Museum of Art. Create a blog post about the exhibition they have viewed. This may include videos of what they found. Create a tour of foreign destination. This may include using a video screen capture program and adding a voice over. Create a treasure hunt for learners to complete based all over the globe. Learners must take photos of each location.

As can be seen, this resource is highly versatile. It can be used within many different subjects and year levels. It is a resource that can really enhance the way that students learn if used to its full potential. 

Works Cited:

Google. (2015a). Earth. Retrieved from https://www.google.com.au/maps/@-

15.336235,156.8171154,22973921m/data=!3m1!1e3

Google. (2015b). Pre school of America, Park Avenue, New York. Retrieved from

https://www.google.com.au/maps/place/Pre+School+of+America/@40.7849292,-73.9538582,3a,75y,198.04h,85.19t/data=!3m7!1e1!3m5!1sW0_cdu-_hmvWQwS-BvC7Vw!2e0!6s%2F%2Fgeo0.ggpht.com%2Fcbk%3Fcb_client%3Dmaps_sv.tactile%26output%3Dthumbnail%26thumb%3D2%26panoid%3DW0_cdu-_hmvWQwS-BvC7Vw%26w%3D374%26h%3D75%26yaw%3D299%26pitch%3D0%26thumbfov%3D120%26ll%3D40.784929,-73.953858!7i13312!8i6656!4m2!3m1!1s0x89c258a3fa84a63f:0xa629107a3b1b065f!6m1!1e1

Google. (2015c).The metropolitan museum of art. Retrieved from

https://www.google.com.au/maps/place/The+Metropolitan+Museum+of+Art/@40.7801063,-73.9620598,3a,90y,22.2h,61.71t/data=!3m7!1e1!3m5!1sRcbKa0ibKlCP9Du-i6VYlA!2e0!6s%2F%2Fgeo2.ggpht.com%2Fcbk%3Fpanoid%3DRcbKa0ibKlCP9Du-i6VYlA%26output%3Dthumbnail%26cb_client%3Dmaps_sv.tactile.gps%26thumb%3D2%26w%3D100%26h%3D80%26yaw%3D83.688744%26pitch%3D0!7i5632!8i2816!4m2!3m1!1s0x89c25896f660c26f:0x3b2fa4f4b6c6a1fa!6m1!1e1

Map Data. (2015). Shenyang, Liaoning, China. Retrieved from

https://www.google.com.au/maps/place/Shenyang,+Liaoning,+China/@41.805331,123.436498,10z/data=!3m1!4b1!4m2!3m1!1s0x5e253c413a1334b7:0x5499e4f0ce929166

Schrock, K. (2015). Resources to support the SAMR Model. Retrieved from

http://schrockguide.net/samr.html

Reflection 4: Week 5

This week’s chosen tool is Prezi. Prezi is a presentation tool that allows you to add images, text, videos, symbols, arrows and background music. Unlike other presentation mediums such as PowerPoint, Prezi also allows you to zoom in on content. This means that a video can be added in a small section of a frame/slide, and then zoom in to view the video. As a result a lot more content can be added to frame of the presentation. Prezi has set canvases to choose from. After this different frames can be added and a path is created. Below is a screenshot of a completed path that I have created. The different frames can be seen along the path or road. 

This Prezi has been created to be used as a resource for a Treasure Hunt at the local Botanical Gardens. On this treasure hunt learners are guided around the gardens and must take a photo of each specific check point. The Prezi has instructions, a map to follow, and uses symbols to help guide learners. Each frame begins with a map, instructions and image of the area. The map is then zoomed in on to view in more detail. After this, the frame shows the map, instruction and image of the area again. Below is an example of a frame from the presentation. A presentation such as this could be added to a blog post for learners to view on iPads or tablets, after this, learners could create a response blog post with their photos they have taken. The full Prezi can be viewed below as well.

Phase	Classroom use for teachers, students & my future classroom as a part of a blog
Phase 1: Substitution Definition: Substitutes the use of technology for the same purpose as without technology (Schrock, 2015).	Sight words shown on different frames Learners write an informative text on their favourite holiday and display it using a Prezi. Showing images to the class of different countries.
Phase 2: Augmentation Define: Using technology as a way to improve upon the functionality of classroom activities.	Create a procedural text with the use of photos. Presentation slides with dot points. Create a report on an animal with photos.
Phase 3: Modification Definition: Students complete tasks using technology, that alter the way they would usually complete them (Schrock, 2015).	Guess the country (Zoom in on a map of a country. Learners must then guess which country it is). Create a procedural text with a video, photo and instruction on each frame. Who wants to be a millionaire game.
Phase 4: Redefinition Definition: Students could complete tasks using technology, that completely changed the way that they work in the classroom (Schrock, 2015).	Learners create an interactive photo story. Film a stop motion video and have the movie in different segments over the Prezi, with information about each segment. Create a presentation of a class trip to the zoo with videos, photos, supporting text and background music.

 Works Cited:

Birt, K. (2015). Prezi – a zooming presentation tool. Retrieved from CQUniversity e-courses,

FAHE11001: Managing E-Learning, https://moodle.cqu.edu.au/mod/page/view.php?id=101708

Schrock, K. (2015). Resources to support the SAMR Model. Retrieved from

http://schrockguide.net/samr.html

Reflection 3: Week 4

Reflection 3: Week 4

This week I have chosen to reflect on the use of Digital Videos and how they may be used within a blog. I have embedded below a video I have previously uploaded to YouTube, How to make an Oreo Cheesecake. This is an example of a procedural text, and would be a good example of a final product to show learners. To edit this video I used Premiere Pro CC. This video editing program enables a wide variety of editing functions. Multiple clips can be added to create a whole movie. Users are able to edit both the video and sound within a clip. These are all selected and edited using the timeline. This can be seen in the screenshot below. 

The following is a list of some examples that can be carried out on Premiere Pro CC. 

•  Both videos and photos may be added. The area of the screen in which these appear and their size. For example a split screen may be created with 4 different images at once displaying.
•  Adding voice overs, along with changing the pitch and speed of these.
•  Cropping videos and sound to remove unwanted footage and sounds.
• Altering lighting to make darker scene easier to view, or even changing the mood of a video.
•  Sound effects or music may be added to enhance the video.
• Adding titles with different fonts, colours, sizes.
• Different video transitions can also be used.

(Screenshot of Premiere Pro)

Schwartz and Hartman states, “This footage rarely makes a self-contained video story, but when embedded within a multimedia environment, it can be used in many creative ways to encourage learning interactions” (Schwartz & Hartman, n.d., p1). Therefore, the use of video editing within the classroom can allow learners to incorporate so much more than just a simple video. Below is a diagram that clearly demonstrates the numerous outcomes that can be achieved through using videos within the classroom, and in turn as a part of a blog.

(Schwartz & Hartman, n.d., p7).

Using the first stage of the SAMR model, “Substitution”, which simply substitutes the use of technology for the purpose as without technology (Schrock, 2015). In my future classroom learners would be able to complete tasks such as guided reading, identifying sight words and identifying shaped display on a video as a part of a blog. The screenshot below is another example of Substitution. The learner has written her addition sum as a part of the video (Emma’s Learning, 2015). 

(Emma’s Learning, 2015).

Using the second phase of the SAMR model, “Augmentation”, learners will use digital videos to enhance the way that their work is created or presented (Schrock, 2015). For example learners in my future classroom could film their presentation, and then allow this to be viewed by the class, and filming and explanation of their work. Another example of this is the screenshot below. This is video a learner has created. She has written her spelling words and also stating how to spell them.

 

 

(Allie’s Learning, 2015).

Using the third phase of the SAMR model, “Modification”, learners use digital videos to complete tasks that no longer just allow “functional improvement”, but also add whole new elements that were previously unachievable (Schrock, 2015). For example learners could complete tasks such as creating a news report, writing and filming a narrative (also using sound effects and voice overs), filming and narrating a science experiment. Below is a screenshot and link to a year 2 class’ informative text about using their class blog. This included images, videos, and learners talking about the blog, screenshots of example blog posts, text and title cards (MrsMullerGrade2, 2013).

(MrsMullerGrade2, 2013).

Using the fourth phase of the SAMR model, “Redefinition”, as was explained in last week’s post learners will complete tasks that evolves the way in which they have previously worked in the classroom (Schrock, 2015). For example learners could complete tasks such as creating a vlog (video blog) of an excursion, creating a video ad about a toy and film an interview with parents or guardians.  

Works Cited:

Allie’s Learning. (2015). Words I mastered. Retrieved from

http://allielearns.edublogs.org/2015/06/17/words-i-mastered/

                  

Emma Learning. (2015). Suns. Retrieved from

http://emmalearns.edublogs.org/2015/06/01/suns/

MrsMullerGrade2. (2013, May 16). Class blog advice!!! [video file]. Retrieved from

https://www.youtube.com/watch?v=NHnzXRNF4FY

Schrock, K. (2015). Resources to support the SAMR Model. Retrieved from

http://schrockguide.net/samr.html

Schwartz, D. L., Hartman, K. (n.d.). It is not television anymore: Designing digital video for learning

and assessment. Retrieved from http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf