Saturday, December 18, 2010

PP2 Assessment 1: Student-Centred Learning Environments

Question 1:
Reflect on your own learning experiences decide what the dominant teaching paradigm was when you were at school and University/college.

High School Learning Experiences:
Well let’s rewind the memory back a few years to 1981-1986 (high school years – not going back further). Yes, 6 years in high school. I repeated year 12 as I wanted to go to Teachers College and my first TE score did not make it close.

I remember enjoying all of the hands on subjects; art, music, graphics and manual arts. The others??? I was bored and struggled with how they were delivered. Read and write information (vital for tests) from OHT’s. I could never keep up and always missed the last 2 paragraphs at least! To be different, we could also read and write from the blackboard (as it was called that back then) as well as from our text books. Watching TV “educational” programs. Why were they so boring? Even now the education DVD’s can be very costly for little educational entertainment to promote a wanting to learn. The TV’s were also so old that once the volume was loud enough for the class to hear, the speakers rattled and distorted.

There were some demonstrations depending on the subject, and these were mostly interesting and a good learning experience. I do not recall having the opportunity to teach another student something, although this could have just happened as an informal learning experience and not intentional from the teacher.

Teachers College:
Most of the lectures were just that; lectures. Had to learn to keep focused and take notes. The practical classes I loved. There was a lot of talking/lecture at the start, but that was necessary for our own safety. Once we started “doing”, that was fun and there were many great learning experiences. I remember this one subject about teaching strategies and the lecture delivered every lecture using OHT’s and read directly from them. One lecture he read… ‘avoid reading from OHT’s every lesson…’. Well, everyone tried very hard not to laugh. But we can still all remember it…a valid effective learning experience?

Question 2:
Is school teaching now substantially different from your own experiences as a student at school?

Technology is certainly different; we now have white boards (Sorry, textaboards instead of chalkboards). Some classrooms have interactive white boards. I have never used one or had the opportunity as yet.

I predominately use a data projector and whiteboard in the delivery of graphics lessons. Students practice by doing. As this subject is driven by software, students are able to “informally” teach each other new commands or functions they discover as we learn the software. This peer tutoring is encouraged and at times students will use the data projector to teach the entire class as well. Group planning of ideas and drawings is completed using the whiteboard, information is then photographed and emailed to students as a record and sometimes these discussions are videoed and made available for students to use as a record in their planning and learning experiences.

All practical manual arts classes are delivered through demonstration and students practice by doing. There is some group work to assemble each other’s projects and small group discussions on how to fix problems when they occur in students’ projects. Small group discussions is possibly the most beneficial in practical classes as students work at different rates and cannot all use the same machines, tools and equipment at the same time as there is just not enough resources or the space for them. Sharing and taking turns is an informal learning experience in practical classes. Students, who are very capable and ahead of others are encouraged to demonstrate and assist other students, peer tutoring.

Image Courtesy of ACU Adams Center for Teaching Excellence
Reflecting on the stages within the learning pyramid, I tend to deliver learning environments using the bottom stages. It is good to know that how I deliver learning experiences to students using strategies that enable them to retain the learning.

Question 3:
How could you use student-centred learning environments to improve the effectiveness of your teaching?

My teaching could always be improved. Each year students are different, different experiences, different technologies, different media influences. Student-centred learning around these experiences and influences will make learning more meaningful and students will own their learning, as individuals and as a group.

Without even realising it, I think I have been using student-centred learning environments to some extent. I do know that when students are involved in a group learning activity they learn and retain more than as an isolated individual. However, in saying that, I do know that there are some students who just do not like and cannot learn in a group. So flexibility is needed on the teacher’s part to include these students and all students in all types of learning environments.

Friday, October 29, 2010

PP1 Assessment 2: Product Design Using ICT's

This assessment provided an opportunity to explore "the elements of design" and how it can be delivered and taught to Graphics students. The elements of design are very evident and regularly discussed in Art and artistic fileds. However, the elements of design are everywhere and can be applied to all things that are created, including this Blog.

Through this assessement I have learnt more about the elements of design, applying and identifying them in creations that include Graphical Representations and ways to teach these to students. A worthwhile assessment item.

Go to assessment 2 on my wiki if you would like to check out one example to deliver the elements of design to Graphics students (in the context of Engineering drawing).

Friday, September 3, 2010

PP1 Assessment 1: Visuwords - Online Graphical Dictionary

I would rather make something than write or read something anyday. However, I do like learning. It just so happens that reading and writing is a major part of learning. One thing I did learn way back in school, was that I need to use simple tools to assist understanding, tools like a dictionary and thesaurus. My best friends through Teachers college were Vol 1 and Vol 2 of the World Book Encyclopedia Dictionaries...still have them and still use them, although I have regularly used http://dictionary.reference.com/ and http://www.yourdictionary.com/ when on the computer doing work, as it is more convenient then the two volumes.

Through this course, I discovered a new resource to use, an online dictionary, Visuwords.  It is more useful as it it graphical (suits me just fine) and it has a legend with colourful additions such as nouns, adjectives, alternatives and word associations about whichever word is entered. I am sure that this online dictionary would suit the learning styles of my students as well.

Thursday, August 26, 2010

PP1 Assessment 1: Xtranormal | Text-to-Movie

Xtranormal | Text-to-Movie is F A N T A S T I C ! ! !

There are pre-made scenes and characters in a number of settings. The user writes the script, adds sounds effects, soundtracks, camera angles etc to create a movie. What fun!

At first glance I thought that the use of Xtranomal site would be more suited to primary school students. But after playing around with it I think secondary school students would also benefit from using it.

While I was looking into the features that could be placed into the movie I discovered some sound effects that 12-15 year old's would find very amusing and I am sure they would try to use in any context. So, naturally, I used them in a movie that I created "Superpowers in Action!".



I played this to everyone at home and now the whole family is using this site...it is cool to witness!

Saturday, August 7, 2010

PP1 Assessment 1: Wiki creation and website/tool evaluation

I have created the shell for a wiki on two sites; wikispaces and Wetpaint. Both are free, however, wetpaint carries advertisements, which I find rather distracting from the wiki contents.

Please post comments on the site that you would prefer to view.

Wednesday, August 4, 2010

PP1 Module 1.5: Photo sharing

Sharing photos on the internet is not something that I would usually choose to do. However, Flickr does have the option to have a public or private gallery.

My Flickr account is http://www.flickr.com/photos/motorcycle_madness/.

The pics show some fun I have had this year learning a new skill.

Tuesday, August 3, 2010

PP1 Module 1.4: Virtual reality and artificial intelligence

This is fantastic!

Task 4 is to Create an avatar in Second Life.

Too easy! I always wanted an excuse to go check out this game but could never justify spending time on it when there are so many other things to do and not enough hours in the day.


Navigation, including flying, was fairly easy to grasp. Although, I would imagine the game would be a lot smoother with a computer that is dedicated to gaming with great internet speed and firewalls set up to accept all aspects of this game.

This game could dangerously see hours just tick by. But what a great way to have fun!

Sunday, August 1, 2010

PP1 Module 1.3: Videoconferencing, podcasts and webcasts

Well, this third Learning Task to complete asks “list how you might use video conferencing, podcasts or webcasts within your organisation”, hmmm ... thought provoking.

To be honest, I have never entertained the thought of video conferencing, podcasts or webcasts in the delivery of my lessons or for any other reason around the school. However, now that it has been drawn to my attention, I suppose I have reasons to think about using these tools. Although, thinking usually generates more ponderings and questions then immediate answers, so I have used the 5W’s+H thinking strategy and an online mind mapping tool to outline some ideas how videoconferencing may be used within a school organisation.



Saturday, July 31, 2010

PP1 Module 1.2: Instant Messenger

Whoever thought that the number of times I have spent chatting online through MSN, XChat and facebook would assist with a Masters in Learning Management. This is one task that I do not need to go out of my way to learn.

The IRC's I do prefer to use are MSN and XChat as the chat can be personalised to an extent through the use of colour, emoticons and gestures. One thing that I do not like is how the nuances and body language in face to face chat is missing, making it difficult to follow the intended meaning (not the implied) of some conversations.

The only "chat" or online messaging that I have used with students was for a girls in ICT project a number of years ago. Students from different schools communicated via online messaging to cooperatively plan an ICT game that was constructed on a camp. Once all schools overcame the link up process, this exercise was successful.

Friday, July 30, 2010

PP1 Module 1.1: PowerPoint

Well there you go...who would have thought there were so many opinions about the use and abuse of PowerPoint? In fact, a simple Google search using the parameters "use of PowerPoint" came up with "about 42,400,000 results (0.11 seconds)" ... and there was no need to leave the house. 

Interesting to find out that there are many "top 10 tips" to creating effective PowerPoint pages, just as many "how NOT to use" PowerPoint pages and even just as many "DEATH by PowerPoint" pages. It started to look more like warnings against the Black Plague than a useful application to learn, use and teach.

As I changed the parameters, I discovered the many tutorials, presentation templates, game templates and even examples of the good, the bad and the ugly of the trillions of PowerPoint's that are available to be (legally) downloaded for anyone to use.

For many years now, I have taught students how to create PowerPoint presentations, that is, how to use the software to create a presentation. This is always a shared learning experience as I do not see how anyone can profess to know absolutely everything about an entire software package (unless you wrote it). The engagement with students as they feel proud to be able to teach the teacher something is always good to see. It is even more fascinating to watch how students teach the teacher, whether they use the teachers teaching style and strategies or model another teachers or parents style. The "What If", "Can You", "How Do You" questions asked to the class about the use of the software brings out such a competitive challenge for the students to find an answer and teach it to the teacher and class.

Even though there has been a lot of good discussions and learning in my classes about the software PowerPoint, I can honestly say that I have seen presentations created by students that elicit expressions of "WOW", "ZZZ", "OMG" and "Turn it OFF". However, I have had these same expressions during workshops, in-service, meetings and conferences as presenters from many areas have used PowerPoint to present or assist to present their information. Admittedly, I find myself rather reluctant to create my own PowerPoint presentations to use in teaching after enduring so many "failed" PowerPoint presentations.

Through working on this learning task I have been re-engaged, even excited about the use and application of PowerPoint for the construction of games and how these can be tailored and implemented in education. I have started a storyboard for a game about the construction process of a woodwork project. I can see how this game will supplement the learning from practical classes and could be used as a home work activity or by a supervising teacher covering a lesson.

I am looking forward to this adventure in PowerPoint and endeavor to utilse online tutorials to expand my knowledge of PowerPoint.