Friday, 21 August 2015


eLearning Student the next stage in the journey

Digital Technologies, Learning Resources, Scaffolding Reviewing Learning Styles - Multiple Intelligences, PBL links and other learning tools


And the journey continues..........Digital Technologies linking Learning Resources and other tools and reminders of SAMR & Bloom as a memory retract and a little reading reflection on learning styles then moving onto some linkable learning tools for Dance, Business and a few other learning areas.
SAMR & Blooms Wheel Image Throughout my learning within the class material it was noted that Blooms taxonomy, old or new supports the way we question and design learning in its supports. Birt, K 2015. This I'm finding to be true as I'm asking myself questions about each learning tool, how they link to supporting learning and what this feels like, as a learner myself or others in redefining, modifying, augmenting and substituting learning for functional change.  This engage style for learners enables comprehension, application, analysis, synthesis, evaluation and knowledge.

Just a little food for thought while we look at a few learning tools and how we can find value in this journey.

These thoughts lead me to reading a little on Values orientated learning and to me eLearing has a way of expanding value for students through engagement and therefore adding value.

Values have different means as we are all diverse people, thus identifying diversity and values of and by each student is exploration, as is dance that builds a discussion, creates inclusion in verbal and non-verbal interchanges for value in practise, through intrinsic and explicit curriculum's that influence behaviours, benefiting education outcomes to increase cognitive, metacognitive and reasoning skills. Critical thinking is at the core of values education (Neilson, 2005), (Millet, 2004) Literature Review p.19 (Curtis, 2012)


The other interesting research, I've read was on Telementoring or virtual mentoring, Piotrowski & Stark  2014 and transformative learning theory as described by Sykes, 2014 as theoretical "frameworks for coming to appreciate the interconnection  of culture, identity and meaning
Creating discussion to redefine worldview to build cultural competence".  These are discuss avenues to build inclusive environments to enable the development of student teachers like myself.  Identifying that the ever changing world in which we live is always linked the past but still evolving, and thus I find myself leaning toward tools that can enable this inclusive learning agenda.

 Keeping this in mind my first step was to investigate Scootle, which is "a an avenue to curate and find content Aligned to Australian Curriculum, a repository of  teaching and learning resources, conversations and strategies supporting and connecting Australian Educators"

The process of creating an account on Scootle and aligning teaching area identification was short, (user friendly) to learning objects and resources to enable guided cultural competence for student and teachers in most study areas including the arts (dance).  There are also some resources that relate to marketing, business etc that can be related to socio-economic understandings.

In my first look at this is a space I looked for teaching resources that can link identify of self and others by blending learning for inclusivity, and celebrating diversity whilst gaining knowledge from Australia's past and creation of a pathway to learning.

Learning Paths

I love the idea of using learner paths and being able to have student login to Scootle via a learning path



Selecting components of a learning path that link to curriculum - Find a starting point -  mine was identity - Kindred Spirit  My first Learning Path - 'Year 9-12 Dance Identity'.
 Remember to Start with Kindred Spirit
(There are only 20 Avatar Links available.  This is a collaborative Learning path :)



https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSDd6-p0n-I7KEwwBZJLz_SmdZe1xcFqtbZYcuc2sumuJi2mM2v

While investigating tools to enable/utilised technology, support pedagogy/curriculum in the all classrooms that creates meaning, skilled teaching, taking us through the learning journey to, inquire, produce and create with integrity, by enabling content like the information I've found on Scootle and example of technology, that can be used as part of the learning journey for teachers and students.

Technology - Pedagogical and Content - Knowledge
a reminder of what this journey is helping me to discover, create, find, by using ICT, the YouTube click above is a great example of TPACK in action

Technology - Pedagogical and Content - Knowledge
working together

This can be used to show older students also away that younger students are learning, this could then lead to creating a performance around the story Magic Possum by Mem Fox to undertake a production for junior schools by senior schools, thus collaboration with the learning community by undertaking a little student teaching students mindsets and it can be used as an assessment instrument for preservice teachers


There are some ideas on reading about TPACK at the bottom of this blog


Try Googling free images on TPACK and see what you can find that will support you teacher confidence in as this image below.
 


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Engagment Activities & Resources

One valuable resources, was a critical thinking transformative learning journey with Bangarra Dance Theatre's production based on a true story of a young Tasmanian Aboriginal girl called Mathinna, pedagogical links for 5-6 and 9-10 guided by ACARA critical thinking learning continuum to create ideas, reflect on the process of analysis, development, evaluation of reason, under creative commons June 2103, Scootle Education resources  http://bangarra.com.au/education-resources/mathinna/class-activities-years-9-10Engagement Activity to use Scootle as a Learning tool avenue - Marthinna

This activity Mathinna: Class Activities years 9/10, incorporates a number of ICT learning tool too highlight and incorporate cultural focus including;

Study Guide - Mathina-Bangarra  Girls Journey Between Two Cultures

Youtube Education Resource - Bangarra Dance Theatre, published August 2012, by Stephen Page

Curriculum links - Arts




Curriculum links - History
extension of settlement including effects of contexts (intended and unintended) between European settlers in Australia Aboriginal and Torres Strait Islanders.
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Dance can create inclusive ways for learners to gain knowledge, understand and create positive reactions.  Dance helps behaviours evolve from internal and external impacts to define emotions linked to actions that need an avenue to be identified and released in a safe and creative space
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Engagement Activity - Lego Movie - Scootle suggested App


My learning journey has taking me back to my childhood Lego days and the creation of my own little movie, This was enabled by an unwell 8 year old who supported my learning journey in finding the app, uploading, using and editing my very small movie, to expand my knowledge of technologies.

This tool, reminded me to stop, focus and slow down which is to me a good thing even for senior students, as they would need to apply, identify and produce a movie using small, slow steps in the creation of this form of animated production. (Move the Lego persons arm an inch, take a photo, move the Lego persons arm another inch, take a photo)  The concern here is the boredom factor, so linking in a theme that each individual student either selects or has and interest in but still links to the learning area.

My only problem is how to get my movie of my ipad and onto the computer - mmm might have to come back to this problem based learning question........



My 1st and 2nd Lego Movie






Though on a different question Could app be used to piece together the dance curriculum movement elements - time, space, dynamics, transfer of weight and relationships Australian F10 Curriculum  this could but it would probably be better to resource another application as this one is good to get to know the basics and the element of slow, the dynamic of multiple takes and transfer of what to my blog?
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space: where the body moves, including level, dimension, direction, shape, active space, positive space, negative space, planes, pathways, general space, personal space and performance space
time: when dance occurs (how long it takes), including metre, tempo, momentum, accent, duration, phrasing, rhythmic patterns, stillness and beat
dynamics: how dance is performed, including weight, force, energy and movement qualities
relationships: associations or connections occurring when the body dances: between body parts (for example, right arm to left arm, hand to face); the body and the floor (for example, close to, away from); the body and objects (for example, a chair, fan, stick, scarf); the body and space (for example, an expansive or limited relationship); and the body and others (for example, dance to one or more dancers)
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In Dance, students use the body to communicate and express meaning through purposeful movement. Dance practise integrates choreography, performance, and appreciation of and responses to dance and dance making. ACARA 2013 

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Add Extra Engagement Concepts - Cyber Safety Outreach Programs

a Queensland Government and Department of Education Safe Supportive and Disciplined Schools Initiative,  

The whole picture can be expanded by Combing information from Outreach, found on the Office of the Australian Government Children's eSafety Commissioner website (Subscription to updates is a good addition to teaching updates especially when working with eLearning)

This could be classed as an external motivator for students to push there achievement levels and engage the minds through multiple intelligence's

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Engagement Activity- Google Maps (adaption for dance)

How google maps could link to the Dance Activity - in identifying where the places are that were in Mathinna's story, like Port Davey, Flinders Island, North West Bay as a way of understanding ideas and helping the creation of a narrative of where Marhinna lived and the influences in her past.

Things to think about and do by posing questions that could lead to the identification of why different cultures dance; identifying that some are to help remember the stories, some to communicate some celebrate and other ways to expand understanding of cultural aspect  of communication.
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My other study area is currently business, so in expanding  inclusive learning agendas, and identifying personal and social capabilities, ethical understanding, Literacy, Numeracy, ICT capabilities and engaging and link cognitive constructivist, behavioural ideas through critical thinking though blended learning and multimodal tasks. 

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Engagement Activity - Scootle Resource -  Micro finance

All following activities explores issues of poverty, Identifying what the student might know about problem solving, and could include write out problem statements in there own words linked to research and discovery information to support concepts, by identifying possible solutions, actions undertaken and reflecting knowledge gained.

Planing problem based learning (Problem BL) situated in real life contexts which can also be categorised as Project based economics to structure a project for solve a problem. This resource can us one activity (Problem BL) or combine all in Project Based Learning (Project BL)

Microfinance
Curriculum and Learning Areas: Maths and Geography, Business and Economics (Year 6) 
This activity helps students to select and apply efficient critical thinking, literacy strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) using multimodal blended learning.  This could be adapted for years 7 as a revision at the beginning of the school year.

Maths:
  • Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127) 
  • Multiply and divide decimals by powers of 10 (ACMNA130)  
  • Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
Geography:
  • Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
  • Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)  
  • Multiply and divide decimals by powers of 10 (ACMNA130)  
  • Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)


This activity could also utilise a PMI, SWOT analysis and 

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Learning Frameworks

Problem BL and  Project BL capabilities that engage blended learning through multimodal instances or singular subject problems or broadly Enquiry based learning.  Or combine all these element to engage XBL's(problem-challenge-design based) as Larmerhttps://www.scootle.edu.au/ec/resolve/view/M017769 2015 noted that there is not much conceptual difference between the PBLs as it is more a question of style and scope.



Reflections on Project Work and Problem Based Learning Kolmos reflected that"Both project work and problem-based learning emphasise the learning process instead of the teaching process; however, the focus on different aspects of the learning process forms a fruitful base for mutual inspiration and development—like a creative couple challenging the learning process of tomorrow." 


ICT Integration Workshop 6 Learning Object - Learning Objects and how to find them Investigations on Learning Federation, Scootle, Google Tools and Gamerfication, TPACK and more
(This is also step four in creating a learning path suggested by Scootle)


Reflection on this Blog:

As a student teacher who is working on a goal set many years ago I am amazed at the amount of learning resources there are that have been put together by very creative and knowledgeable people of diverse backgrounds.  I would just like to say thank you, you have made this journey all the more rewarding for the new avenues that have now been created to engage, enthral and effect in evolving lasting learning for positive outcomes.  The positive for me is that these learning tools are creating avenues for me to expand knowledge on my favourite learning area Dance while engaging my Multiple intelligence's.

The creative mind is a very versatile commodity that is underestimated, though as a dance teacher I feel that to my experience, dancers or those exposed to dance become more aware with every movement and perceive more of what a person is feeling, saying,  as we build an awareness and engagement of self, body and mind through movement that crosses the communication and teaching barriers by looking at the inner person not just the outer person, seeing the whole person who is of value and welcomed in to a space of respect and trust within a dance class

This blog go me thinking about identity an with that how teachers identify students for not only self, culture but there multiple intelligence's or intellectual capacity for self assessment.

On this not you can go to edutopia.com.au and undertake a self assessment guide by a questionnaire.

Redefining Smart - Multiple intelligence's connected to Gardeners Frames of the Mind The Theory of Multiple Intelligence's  This can help as a teacher to understand where natural aptitudes sit.

A quick picture of Me:  Naturalistic, Visual - Spatial, Interpersonal, Bodily Kinaesthetic person

Your Self-Assessment Results
Linguistic                                 50%
Logical-Mathematical           50%
Visual-Spatial                         67%
Intrapersonnal                          69%
Interpersonal                          50%
Musical                                   50%
Bodily-Kinesthetic                  58%

Naturalistic                             75%

Howard Gardner's Eight Intelligences

  • Verbal-linguistic intelligence refers to an individuals ability to analyse information and produce work that involves oral and written language, such as speeches, books, and memos.
  • Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
  • Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
  • Musical intelligence enables individuals to produce and make meaning of different types of sound.
  • Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
  • Bodily-kinesthetic intelligence entails using ones own body to create products or solve problems.
  • Interpersonal intelligence reflects an ability to recognise and understand other people's moods, desires, motivations, and intentions.
  • Interpersonal intelligence refers to people's ability to recognise and assess those same characteristics within themselves. Seider, S 2009
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Next Blog will be a Reflective Synopsis that draws together key themes, messages and pedagogy of e-Learning.  Linking all of my learning so far in the last 6 weeks



Note to Self: Things to work on -  distraction issues for going of on tangents and writing extremely long blogs


Here are a few statistics from 2009 from the ABS Australian Social Trends,
June 2011, for education
In the 12 months prior to April 2009, the most popular use for the internet was educational activities. The vast majority (85%) of children who used the internet at home used it for educational purposes, up from 82% in 2006.
A higher proportion of girls than boys used the internet for educational activities (87% and 82% respectively).
Educational activities were most popular among older children. In 2009, 94% of children aged 12–14 years and 91% of children aged 9–11 years used the internet at home for school work or other educational activities, compared with 64% of 5–8 year olds.   http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features60Jun+2011 (ABS 2011)

Reading  and Learning Suggestions that I've found helpful:

Overview of Problem Based Learning

A Review on Research on Project Based Learning 
Multiple Intelligence's - Self Assessment    This quiz asks 24 questions and will take less than five minutes to complete. Try not to think too hard -- just go with your first thought when describing your daily activities and interests. By the end, you may have some new insights into the way you think. 

My off track moments to me to TeacherTube, Weebly.com, the Teaching Channel and a few other reading documents that you might want to check out

TPACK The development and validation of an assessment instrument for preservice Teachers   Schmidt et al 2014


ICT Evangelist TPACK

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Bonus items

Animation information that could help students create and animation of there own, I found this while doing some extra searching on Scootle

Australian Centre for moving Image - Generator


Reference:

Australian Curriculum Assessment and Reporting Authority(ACARA), Shape of the Australian Curriculum 2013,  Retrieved from http://www.acara.edu.au/verve/_resources/The_Arts_-_F-10_-_Draft_Consultation_Report_-_November_2012_FINAL_-_as_at_9_August_2013.pdf#search=arts

 Australian Curriculum Assessment and Reporting Authority(ACARA), Shape of the Australian Curriculum, Draft Australian Curriculum Foundation to Year 10, Retrieved From http://www.acara.edu.au/verve/_resources/The_Arts_-_F-10_-_Draft_Consultation_Report_-_November_2012_FINAL_-_as_at_9_August_2013.pdf#search=arts

 Australian Curriculum, Arts Element Definitions Retrieved from http://www.australiancurriculum.edu.au/

 ACARA Retrieved from http://www.acara.edu.au/default.asp?id=site_search&query=arts

 Australian Government eSafety, eSafety Homepage, Office of the Children's Commissioner, retrieved from https://www.esafety.gov.au/

 Australian Government Outreach, Retrieved from https://www.esafety.gov.au/education-resources/outreach

 Australian Bureau of Statistics, Australian Social Trends, Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features60Jun+2011


Bangarra Dance Theatre, Mathinna, Girls Journey Between Two Cultures Study Guide, Retrieved from:  http://bangarra.com.au/education-resources/mathinna

 Curtis, E., M, The heart of quality teaching: A values-based pedagogy for pre-service teachers education, Centre for Learning Innovation, Faculty of Education, Queensland University of Technology, March 2012 Retrieved from http://eprints.qut.edu.au/51589/1/Elizabeth_Curtis_Thesis.pdf

Birt, K 2015, FAHE11457 Managing ELearning, Course Material, CQU Universty. Queensland, Australia

 Cybersafe Digifest, Queensland Government,Safe supportive and Disciplined Schools, Department of
         Education, Retrieved from
         http://behaviour.education.qld.gov.au/cybersafety/CybersafeDigifest2015/Pages/default.aspx

 Cybersafety, 2012 Queensland Government, Smart Classrooms, Outreach Program, Retrieved
         from http://education.qld.gov.au/smartclassrooms/users/teachers/cybersafety.html
eSafety, Retrieved from https://www.esafety.gov.au/education-resources/outreach
Kolmos, A. (1996). Reflections on project work and problem-based learning.European Journal of
           EngineeringEducation, 21(2), 141-148. Retrieved from
           http://www.tandfonline.com/doi/abs/10.1080/03043799608923397#.VdZ4iZ2qqko

Larmer, J., Project Based Learning vs Problem Based Learning vs XBL's Retrieved
          from: http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

 Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential
           Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S.
           Barrows, 5.

 Scootle Resources, Retrieved from www.scootle.edu.au


Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009).
         Technological pedagogical content knowledge (TPACK) the development and
         validation of an assessment instrument for preservice teachers. Journal of Research
         on Technology in Education, 42(2), 123-149.


Seider,S An Educators Journey towards Multiple Intelligence, Retrieved
            from http://www.edutopia.org/multiple-intelligences-theory-teacher

 Thomas, J. W. (2000). A review of research on project-based learning.              http://www.newtechnetwork.org.590elmp01.blackmesh.com/sites/default/files/dr/pblresearch2.pdf

Image References:

Larmer, J PBL vs PBL Table, Retrieved from                        http://www.edutopia.org/sites/default/files/styles/content_image_breakpoints_theme_edutopia_desktop_1x/public/media/larmer-pblvpblvxbl-similaritiesdifferences.gif?itok=Nu3sgo_I


SAMR and Bloom Image Wheel, Retrieved from
           http://www.educatorstechnology.com/2013/05/a-new-wonderful-wheel-on-samr-and.html

Marthinna, Dance Resource Clip and eduction resources
           http://bangarra.com.au/education-resources/mathinna


Multiple Intelligence's - Self Assessment Retrieved From
           http://www.edutopia.org/multiple-intelligences-assessment






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