Week 3: Reflection 2

Reflection 2: Week 3

Creating a blog uses the web 2.0 system (Birt, 2015a). This means that anyone is able to create and produce the content of a blog. A blog is constructed initially in the same way as a word file. Multiple posts can be created and edited over time. Other mediums can also be incorporated into the blog. For example YouTube videos can be embedded, along with photos and images. This is where it becomes more beneficial than a simple word file created by learners or writing in their books. The blog can also be tailored with different backgrounds, colours and fonts to create a more engaging aesthetic. Once a post has been published on blogger, other people are able to comment below and share the post on different social media, such as Twitter and Google+. Links can also easily be created to other websites.

In the course reading “Three Vignettes - What does e-Learning look like?”, it examines the idea of using E-Learning within the classroom (Birt, 2015b). For example the class uses emails, photos Google Earth, movie maker, webcams, and even create their very own podcast (Birt, 2015b). Many of these can be incorporated in to a blog or linked to within a blog. Using the SAMR model the “Substitution” phase, in my future primary classroom, a blog could be used for learners to present narratives, procedural texts, display mind maps, or anything that learners would usually require the use of books or paper (Schrock, 2015). Using the “Augmentation” phase, learners complete tasks such as creating a narrative or procedural text, however to create their images they may import them from Google, draw them on Paint or even Adobe Creative Cloud Illustration, then presented on the blog (Schrock, 2015). A blog could also be used to film and show students’ presentations and speeches, and recounts of excursions or other important events. This may help learners enhance their work quality and improve efficiency. Below is a screenshot from a class blog where the teacher has uploaded photos of students working in groups. This is also accompanied by questions for the students to answer about their group work.

(Image: Jordan, 2013).

Using the third phase, “Modification”, students could complete tasks that alter the way they would usually complete them (Schrock, 2015). For example learners could film and create a movie as a recount, write a poem with a voice over and images to accompany it, or create a video about their favourite animal with images, videos and voice overs. An example of using this phase within the classroom is the following blog post. It contains a science experiment, the results, photos of students working, and also photos of their work. Adding the photos of the learners working helps them to reflect on what has happened, but by taking the photos and using them it also helps immerse them in E-Learning. Below is a screenshot of the blog post:

(Image: Squires, 2012).

Using the third phase, “Redefinition”, students could complete tasks that completely changed the way that they work in the classroom (Schrock, 2015). For example using the blog learners could compete tasks such as creating a video using stop motion animation, post the video on the blog, also using different voices, changing the pitch and speed of sounds and adding in their very own sound effects. Another activity learners could complete is creating a photo story with music embedded as a video.

There are endless possibilities for teachers to use blogs in their classrooms. They are a highly valuable resource and allow learners to be creative and display their work in new ways.

Works Cited:

Birt, K. (2015a). Web 2.0. Retrieved from CQUniversity e-courses, FAHE11001:

Managing E-

Learning, https://moodle.cqu.edu.au/mod/page/view.php?id=101679

 

Birt, K. (2015b). Three vignettes - what does e-learning look like?. Retrieved from

CQUniversity e-courses, FAHE11001: Managing E-

Learning, https://moodle.cqu.edu.au/pluginfile.php/152322/mod_page/content/14/vignettes.html

Jordan, K. (2013). Collaborative learning in 4KJ. Retrieved from

http://4kmand4kj.global2.vic.edu.au/2013/11/26/collaborative-learning-in-4kj/

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

http://schrockguide.net/samr.html

 

Squires, M. (2012). Probability Experiment. Retrieved from

http://5s2012.edublogs.org/2012/11/29/probability-experiment/

 

Week 2

Managing E-Learning Reflection Week 1

The mobile phones wiki allows us, as future teachers to consider the topic from different angles (pros and cons, our own opinion, how it is beneficial, new ways that the resource could be used, the future of the resource, and our own knowledge). The activity can be considered a constructivist approach. This can be seen through the use of combining our previous knowledge about technology in the classroom, with new information about the use of mobile phones as a resource. The questions prompted us to consider these. Along with this, before completing the activity moodle provided new information about mobile phones in the classroom. Therefore this information was then directly applied to the task (The Institute of Development Studies, 2010). The activity also includes the learning theory cognitivism. This is included through the use of questions that require higher order thinking (Learning-Theories.com, 2015). For example “What sort of thinking is needed?” and “What is the next step?”. Both of these questions suggest that “problem solving” solving is required to complete the activity (Learning-Theories.com, 2015).

My participation in the wiki required me to consider my personal opinions and prior knowledge about technology’s role in the classroom, but specifically the use of mobile phones. Along with this I used higher order thinking and creativity to carefully assess the resource. Participating in this activity allows me to consider ways this activity could be beneficial in the classroom.

The activity is beneficial for learners to evaluate a topic and/or information from different valuable perspectives. It also provides them with an opportunity to represent their ideas and see others’ ideas in a clear format. The use of the different coloured hats also gives learners a visual connection its objective and perspective. An issue/drawback with this activity is it does not allow face-to-face contact, discussion and multimodal input. Learners may also become fixed on the ideas of others’ work before them and have difficulty using higher order thinking. This activity would help contribute to the learning of my students through independent learning (causing learning to remember information easier), gain confidence, examine information with depth, note taking skills, use of graphic organisers and possible group work skills. In order to scaffold the learners’ understanding of each perspective they must all be explained in depth. A lesson could be carried out using each hat/perspective with actual colour hats to create a physical association. When applying these later on a visual representation such as a poster, should be displayed for learners to easily access. This will help them to recall what they have learnt.

Works Cited:

The Institute of Developmental Studies. (2010). ‘Constructivism’ the educator as facilitator.

Retrieved from http://www.slideshare.net/bldsinfolit/constructivism-an-educational-theory

Learning-Theories.com. (2015). Cognitivism. Retrieved from http://www.learning-

theories.com/cognitivism.html