MovieMaker

 

I have had multiple experiences with movie maker. I think it is a great, easy tool that almost anyone could use. I have previously used it in the past for many projects such as, cropping sections from a well known movie, adding home videos together to make a large video and collating a group of images and adding music. The only problems I have encountered with movie maker is, the longer the movie created, the longer it takes to save. In a classroom environment this could become a problem. I also found it difficult to upload the video to my blog. I think the reason is that, when created the file was too large. Once I resized the video I was able to upload it to my wiki, however, couldn't upload it to blogger. As a future learning manager, I need to ensure my students are aware of the safe, legal and ethical policies that relate to making a movie. The images the students use need to be attributed, unless taken themself. Any images of fellow students, they need to have permission to use those images. Any information added to the movie needs to be referenced, and the references should be reputable. Finally, I need to monitor the use of music. If uploading the video online, the students can't use published music due to copyright, unless they are given permission to do so. Below is a PMI chart of the positives and negatives of working with Moviemaker. Plus-
Allows visual representation of content or parts of content Can deliver key messages in an interesting and interactive way Allows students to visually and creatively represent own ideas Allows students to explore different modes/models for learning A great visual tool to encourage student engagement Encourages creativity in student projects Can add images, text and music to create the video Crop, slit, edit previous movies Create your own movie- add images, sound, visual effects, captions Able to edit time intervals Save it as a media player file Add animations  Minus- Can take too long to complete Can stop start in-between playing May not be reliable in times of importance Not everyone might have the capabilities to record videos can create alot of distractions through the process Interesting- Opportunities for students to interact with real life application- develop real life movies Ready to use formats avaliable Ways MovieMaker can be used in the classroom: Can deliver key messages in an interesting and interactive way Themes can be reinforced with students in video form Video could be embedded on the class website to introduce a topic Video can be used to draw in student’s attention at the beginning of a lesson. setting a scene for a story in english animation presentations creativity collaboration editing well known videos (taking important information)

Visit my wiki to view this video http://shonaselearning.wikispaces.com/My+Moive-MovieMaker

 

Trying to fix this <-- can't upload :(

Images found for my movie:

http://successfulteaching.blogspot.com.au/
http://duvico.webs.com/teacherdevcourses.htm
http://www.teachertrainingdelhi.blogspot.com.au/
http://www.autism-community.com/education/teaching-strategies/

Podcast

http://podcast1568949115.podomatic.com/entry/2012-07-23T10_04_54-07_00

I made a podcast, however I encounted problems with uploading it. I wanted to keep the podcast up even though it didnt work to show that there can could be a downside to using podomatic, or technology in general.

I added in the link so that you can view my podcast.

Other than the problems with uploading the podcast, I think it would be a great too to use in the classroom.

- it could be used as a learning tool for students who struggle remembering instructions. The teacher could set it up so that students can go through the instructions at their own pase.

-the students could create their own podcast

- teacher could set it up for cooking instructions, for each podcast and image there could be a different part of the procedure

My Voki attempt

After several attempts at creating my Voki it finally work. I realised I was required to become a member of the Voki site for it to allow me copy or embed the Voki. Before realising this, I became very frustrated and can understand how easily one can become annoyed at technology. I have learnt that you can: -design from scratch your own desired Voki -use your own voice to record what you want the Voki to say -type what you would like the voki to say -change a desired background to suit what you want to say As a future learning manager, this could become a very helpful tool to use in the classroom. It would become a very engaging tool for the students. The students will be able to create their own Voki with their desired designs and elements. This could become a way for students to present assignment for those students who are not confident talking infront of the class. The voki could be used as a teaching tool for those students who have trouble following instructions. They could replay the voki several times until they are aware of what is required. The Voki is an interactive, engaging tool that would seem helpful in the learning environment.

Resize images

Resizing images:

I believe this tool could become a very useful tool for the future as there are many projects that are kept to a minimal size.
Also in the past, when trying to send an image via email, if the image is too small sometimes the image will not send. Therefore, this could become very useful.

Normal sized Image: 55.7KB








Resized image: 8.33KB










Imgaes recieved from Nutrition Australia http://www.nutritionaustralia.org/national/product/food-and-play-jigsaw-puzzle-12-pieces on the 24/07/12

Website PMI

PMI WEBSITE

The following is a PMI (plus, minus, interesting) of a website (Weebly) create and the opportunities and threats the website can create.

Plus:

• allows students to access new information
• Could be used to differentiate activities for all levels of learners
• Good scaffolding by using tabs/pages as weeks of the term allowing students to view content prior to class lessons and or work behind/ahead (differentiation)
• Easy to design for all years of learners K/12
• Able to upload images and some other forms of media
• Can upload video, image and audio on to a website
• Easy to navigate
• Layout is changeable
• Creativity up to individual students
• Supports engaging with multi-modal and multi-literacy texts

Minus:

• Privacy (No password access)
• Limited access to functions without paying for pro
• global distribution
• Once its up on the internet it will always be
• Availability in Schools (Firewalls)
• Will not age well (Constant updating)

Interesting:

• Privacy, as you can set the website to only let people who have the website address to view the website.

A previous website I have created for assessment last year in sustainable communities based on multiculturalism: http://multiculturalschools.weebly.com/

Wiki Reflection

Set wiki activities-

Through my participation on the wiki activities I have found that wiki’s can provide an appropriate online collaboration tool for a range of different students. However, without appropriate scaffolding a wiki can seem a little useless. Providing students with a blank wiki page will not allow students to fully understand what is required. Scaffolds are provided as a learning support for students. As a future learning manager I will aim to gradually removed the scaffolds as learners become more self directed and confident. De Bono’s six thinking hats were used as a scaffolding tool to address the question: should mobile devices be used in the classroom? This was a great scaffold tool as it allowed us to answer an array of questions/topics.  The only slight issue I found with the six thinking hats was that we did not arrive at a conclusion. However, every student who wished to have a say had an equal input, and each student could then draw their own conclusion. As each student uploaded their input it allowed the wiki to instantly become an online documented reference.

The wiki activities drew on many learning theories through the use of appropriate scaffolding: De Bono’s six thinking hats. Behaviourism can be identified, the learning manager can view all the changes made to the wiki. Through the use of a wiki, the learning manager can offer students positive reinforcement. The learning manager can view the student changes through the history. This allows students to reshape what they have learned through the process.

Constructivism was a predominate theory used throughout the six thinking hats wiki. As students, we drew on our own past experiences and knowledge, and were able to share this knowledge and experience through the appropriate scaffolding provided.

I have made many wikis for different subjects throughout my time at uni. Here is my wiki experimenting for E-learning http://shonaselearning.wikispaces.com/home.
On this wiki, I have also added my movie and a link to my PowerPoint created for another course.
If scaffolded correctly, a wiki is a great tool that I can see myself using in my classroom as a future learning manager. However, there are also many elements that are lowlights of a wiki. The following is a SWOT (Strengths, weaknesses, opportunities and threats) of using a wiki.

Strengths:

• Allows all students to collaborate online
• Teachers can view the students interaction
• Scaffolding for student assessment makes all students participate and become exposed to online ICT
• Specific learning of topics when scaffolded correctly

Weaknesses:

• When two people are editing the same wiki at the same time, one is deleted or edited over.
• Technology is sometimes unreliable and can fail
• In a classroom when a whole class is trying to access the wiki, the system can overlaod and cause the site to freeze
• If students do not have acess to the internet at home becomes hard to interact as a group

Opportunities:

• If deleted information can be found in the history section
• Students become familiar with ICT's
• Can add several pages for different topics
• Can add videos and images
• Becomes an online prof and copy of student work

Threats:

• Becomes an online resources that anyone can view unless put in private
• Students or teachers need to be careful of copyright when posting images and videos
  

Blog PMI

BLOG PMI

Plus:
allows-

• students to share ideas through comments
• students to observe other student thoughts while reading blog
• teacher to obeserve student thinking
• students to be as creative as they wish
• students to get ideas for their own blog through viewing already created blogs on the internet
• the teacher to create a blog based on a specific topic and develop online interaction with students
• teacher scaffolding
• develops student ICT knowledge

Minus:

• not all students have access to internet at home if using blog for assessement

Interesting:

• able to use videos and images to get ideas across
• a different way on motivating students
• make links to other blogs

Week 3 Reflection

To start todays tute lesson, Wendy introduced us to a way to filter what we have learnt so far.
Topics we have thought about and learnt:

• What is TPACK: Technological Pedogoical and  Curriculum Knowledge
• Contemporary learning: Can’t escape the fact, Creativity
• What is thinking?
•   Blooms taxonomy
• Digital pedagogy:
• What is pedagogy: Teaching
• How do learners learn? theory

Taking everything we know and put it into the filter of:

• Past experiences
• Prior knowledge
• Beliefs I already had

Take what I don’t need and throw it away           Balance it out

             And develop your own understanding: your world view

Other points that I took from the lesson include knowledge of the education systems:

·      Regard schools as though they are surrounded by a moat: the world is outside.

·     The moat is a school system: protect the people inside and keep others out.

·     21^st century can’t keep people out because they have managed to find ways to get in or out.

Therefore the teachers need to keep up to make sure students stay enagaged and enthused about learning.

Week 2- Activity 2

TPACK

The following is a youtube clip that explains TPACK. However, below is my understanding.

Retrieved from http://www.youtube.com/watch?v=0wGpSaTzW58 on the 15/08/12, uploaded by roycekimmons on Mar 22, 2011.

After reading the set readings on moodle and watching the youtube clip, I was able to get a better understanding of what TPACK is. So, what is TPACK? Well TPACK stands for Technological Pedagogical and Content Knowledge. To understand this framework, there is a need to first realise that teaching is a highly complex activity that draws on many kinds of knowledge (Mishra and Koehler, 2006).

The framework first began with acknowledging the importance of knowing subject content, and pedagogical knowledge. It than made a shift, Shulman (1986) explained that "having knowledge of subject matter and general pedagogical strategies, though necessary, was not sufficient for capturing the knowledge of good teachers". Therefore, for teachers to be successful they need to use both forms of knowledge, simultaneously.

As the framework continued to develop, the inclusion of technology became an important aspect also.
Many problems that arise from technology is the tendency to only look at the technology and NOT how it is being used. To successfully use this framework, teachers or learning teachers, like myself, need to learn how to use technology appropriately to support learning. The framework emphasizes the connections, interactions, affordances, and constraints between content, pedagogy, and technology. As the climate of all classrooms are changing into the 21st centuray classroom, rather than treating these forms as separate bodies of knowledge, this model emphasises the importance of using all three forms of knowledge together (Mishra and Koehler, 2006).

This model relates to learning environments; making teachers aware of the imporantce of technology. In the classroom, a teacher can use technology to make their lessons engaing for the students, and develop their thinking in ways that interest them.

Reflection Week 2

Reflection week 2:

From todays tute lesson, I was able to get a better understanding of many things, one being the assessment 2. From my understandings the assignment is:
- Assessment 1000wrds knowledge of learning theory, frameworks
- blog
- REFLECTIVE SYNOPSIS: 5 compulsory reflections: wiki activity, one of a group of tools, good things, bad things etc. 
- TPACK and Blooms
- Link to weekly reflections

Knowing the key parts of the assessment will allow be to better prepare and understand what is required. This also allows me to see what I need to require more knowledge in to allow me to sufficently answer the task. As noted above, one of the key parts of the assessment is reflecting on theory and frameworks, one being TPACK.

Another part of todays tute involved Wendy explaining this more in depth. I also have to read the readings on this, to fill in the gaps.  I first needed to understand what this stood for. TPACK- Technological Pedagogical and Content Knowledge.

We looked at a model on TPACK: inspired writing walkthrough guide.

This is my understanding by looking at the model.

-          Start here! Know your content (CONTENT)
-          Master the strategies, know how to teach it (PEDAGOGY)
-          Master the technology and able to support use by both students and staff (21^st CENTURY TECHNOLOGY)
-          Engagement in the classroom using technology activities
-          Use of technology to enhance exploration of content
-          End up here! Take all of the above and see how you can do it best. Masterful 21^st century classroom focused on essential learnings, applying good learning theory supported by technology.
-          Note: content is ways of thinking

Also from todays tute we talked about productive pedogogies. Being a third year, there is a bit I already know about this area. However, I am still not overly confident with the theory behind it. I do believe, I am able to implement and create some pedogogy that fits many of the criteria in the classroom.
Wendy expressed to us that there are important points to remember about productive pedogogies.

Productive pedagogy:

1.       Needs to be complex: students need to think in complex ways. Wendy explained that ICT can do this if you use it in a smart way.

2.       Connect to student interests eg. mobile phones

3.       Needs to be supported: scaffold learning, take risks

Important to think about the pedagogy in simple terms to support what your learning with students.

After the tute with Wendy today, we were spilt into two groups. I was put into Zelina's group; the N-Z group. In this hour session we were directed into doing the wiki on mobile phones in the classroom. We encountered a huge problem when trying to add in our ideas as only one person can edit the site at a time. This ment, everytime someone saved their ideas, they would save over other ideas. I was aware of this from a previous course, as we had the same problem when meeting for groups work. Zelina directed us to do our wiki entries at home to eliminate this problem.  

Productive Pedogogy:
Found at: http://www.youtube.com/watch?v=l72UFXqa8ZU
Created by: Greg Whitby, 2007



TPACK Framework:
Found at: http://www.youtube.com/watch?v=I2sD3K3daq8
Created by: Charlotte Galea, 2011

Reflection Week 1

Reflection Week 1:

Today was my first day of Managing E-learning. By going today, I was able to get a better understanding of the course. There is still however, a great deal I dont understand about the course. The course to me seems very daunting and large because of the requirements. However, my understanding is that we take as much or as little from the course as we can. Wendy has advised us that we need to start from week 1 to get the most out of the course. I will most certainly be doing this as I know the pressure this course will have on me if I leave it until the last minute.

This course is different in that we have an hour lecture with Wendy and then we have an hour tute with Carike and Zelina. This was also a little daunting at the start because I started at the same time as they did, and it was hard to believe they would have enough knowledge to help us. However, after attending the tute today, it was easy to see why that decision was made. They will enable us to see things from a different way becuase they have a better understanding of the pressure we are put under.

In the hour tute with Carike and Zelina, we made our blog. When making this I realised how much I still have to learn about these things. I am glad the university offers this course because I believe it will help me a great deal as a learning manager.

Activity 2: Multiple Intelligences

Activity 2: Multiple Intelligences

This activity allowed me to take a multiple intelligence test. By doing this, I was able to see that I rate fairly high is all areas. However, I am highly interpersonal (people smart). I think this is a very important skill that will play a major part in my future as a learning manager.

I think the use of ICT's, in a majority of subjects, will play a major part in building students multiple intelligences. As some people are better at understanding some things than others I would try to build on all of the intelligences to allow all students to develop in these areas.

Week 1- Activity 1

Week 1-

Activity 1: Learning styles

After completing the online questionaire I was able to see what learning styles suit me best.
My preference between an active and reflective learning style was at the moderate active level. My understanding of this is that to be able to retain information better, or to be able to understand instructions, I do things best by doing something actvite with it.
I rate moderate on the sensing scale; I dont like suprises or complications when I work, I would prefer to learn facts and I dislike courses that don't relate to real life experiences.
I rate moderate on the scale for a visual learning style rather than a verbal learning style. This meaning that I would prefer watching someone perform instructions rather than telling me. I also understand it as watching something rather than reading it.
The final part on the scale was sequential learners  or global learners. I rated low on the sequential side. This meaning I tend to gain understanding in linear steps, with each step following logically from the previous one.

After taking this test and reading the explanations, I agree with the results. I would consider myself to be a visual or kinesthetic learner. I would prefer watching someone demonstrate or myself demonstrate to someone else. For example, as a netball coach when teaching my girls a new drill I demonstrate what is required rather than telling them.