Deeso Solly's blog

Social Learning Technologies final

CAME COURSE FRAMEWORK.

I appreciate the feedback that I received from Thom, Vickel and fellow classmates, whether positive or negative. I realise I missed the target by miles and I take full responsibility for that.I will try to use another framework and activity to try and satisfy the course demands.

Feedback received:

Hi Derrick

Here is the feedback you received for your presentation, please read through and take appropriate feedback on board.
******
"Problem is defined. Thoughts on involving students in the learning process. Engagement and groups. Idea is there but it needs refinement.

Use of multimedia - Prezi, pictures, Youtube. Use of iPhone.

Framework - Salmons framework, no clear indication of how the tools enhance the process. Framework chosen is explained well but not in context with the learning activity.

Concept map - not clear, not clearly explained. what, where, why!

Referencing not done .....

Use of web 2 wasn't demoed."
*******
some evidence of student use of web 2.0 tools would be an advantage. Inference needs support. Videos helped show outcomes and student ownership.
******
I like the concept of the 5 stage progression and the discussion around the guidance of introducing e tools at the right pace and time.
******
"I have the same problem keeping all engaged using web 2.0 blogs, some do but many don't.
Good use of videos showing students learning.
If you need someone to do a dummy run of your presentation to next time I'd like to help out here.
Good start Derrick"
*******
"Student problem identified & solution proposed.
Good use of Pedagogy 2.0
No real demonstration of a solid framework or clear concept map - this needs more work.
A couple of nice examples of student work presented."
********

Thanks
Vickel

NB: Final blog post due before the meeting .. please make an appointment. We have to conclude the meetings sometime this week.

Actions :

Framework - Salmons framework, no clear indication of how the tools enhance the process. Framework chosen is explained well but not in context with the learning activity.

After some thought I felt that  Laurillard's conversational frame would most probably be better suited for the course that I teach, although I can see what value that Salmon' s framework can offer in the initial stages of introducing Web 2.0. My main focus  using Salmon's model reflected how to get the leaners use of the tools and did not  show the process of how it would facilitate learning.

The framework.

 

Mapping of learning experiences onto method, technology and media form (Laurillard, 2002)

Learning experiences	Methods/Technologies	Media
Attending, apprehending	Print, TV ,video, DVD	Narrative
Investigating, exploring	Library, CD,DVD, Web	Interactive
Discussing, debating	Seminar, online conference	Communicative
Experimenting, practicing	Lab, field trip, simulation	Adaptive
Articulating, expressing	Essay, product , animation, model	Productive

 The following is an analysis of Laurillard's academic learning, she advocates that learning is mediated through conversations between learners and teachers, rather than situated in direct experience, is the basis for discribing five independant aspects of the academic learning process.

These are as follows:

• The need to understand the structure of the acadmic discourse - organise and structure the content, through some kind of narrative.
• Understand and practice the forms of representation.
• Learn to manipulate these(acting on discriptions)
• Use feedback activel.
• Learn to reflect on the goal /action/feedback cycle.

She also advocates " a continuing iterative dialogue between teacher and student, which reveals the participants conceptions, and the variations between them... there is no escape from the need for dialogue... there is no room for mere telling, nor for practice without discription, nor for experimenting without reflection, nor for student action without feedback".( Laurillard,2002).

In the plan that follows my intentions are to reflect the above.

CAME Framework based on Laurillards Conversational  Framework.

                                       CAME AUTOMOTIVE COURSE- Level 3

                                                          Web 2.0 – Using blogger

Why did the older cars have wooden

Spoke wheels?

Comparing one of the cars to your

own car, what makes your fuel

consumption better?       

-------------------------------------------------

 Videos are made by Derrick (Learners                                               

relate better if they see and hear their own lecturer).

Example:

Links to  Google setup videos:

Derrick starts buzz topic and invite learners to contribute.

This gives the learners the opportunity to ask question

relating to any problems they might be experiencing.

Derrick monitors and gives feedback to students.

Reference:

Laurillard, D.(1993). Rethinking university teaching. London. New York. Routledge.

 Evidence of learners using Web 2.0 tools - Showcasing work trough an e-porfolio.

Learners using Gmail to send email .

Learner displays video to demonstrate learning:

http://eportunitec.blogspot.com/2010/03/on-tuesday-in-derrick-and-lees-class-we.html

Unfortunatey I have been struggling for awhile to have the links work in my blog.I hope it works.

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WIP.

 

 

Social Learning Technologies : Assignment 2

CAME COURSE FRAMEWORK.

This framework is adapted and based around an e-learning framework  by G.Salmon (2002). 

The following is a picture of my Concept Map.

I have used Salmon's framework to tie in with concept map to show how the process can facilitate learning from foundation level right through to final stage where the learners are proficient and confident with the used of Web 2.0 tools.

My Social Learning Prezi can be view here:

http://prezi.com/g-nloygl6jzm/assignment-2-social-learning-technologies/

 

Salmon's E-learning framework.

 

Below is an interpretation of Salmon's e-learning framework with relevance to the CAME automotive course.In this framework you will notice that during the learning process the learner and the facilitator is moving parallel in the learning process. This means that we are learners to and that is why the process is called Teaching and Learning ( we are learning at the same time).

The progressions or scalfolding pyramid below, shows different stages of where our student might find themselves in terms of their capabilities regarding digital literacies and use of Web 2.0.

Different stages:

Stage 1:

What happens here?

I see this stage as the most crucial stage where most of the foundation work needs to be done. At the beginning an  initial assessment needs to  be done to ascertain the ICT skills of our learners. In my course we have a wide array of learners from  diverse ethnicity groups. To ensure learner buy in , a course outline is given and the relevance of the e-learning concept is explained.Setting the scene is important this includes class dynamics (inline with living curuculla), software and hardware issues need to be sorted. Student id's and ease of  access will reduce frustration.

To assume, as some have done, that all young people are 'digital natives' ( Prensky, 2001)may be inaccurate. Young people come to classroom with a range of digital technology experiences, and just as we seek to build on other types of knowledge skills and experience, so too the literacy practitioner needs to understand what learners bring,and do not bring , to the classroom ( Julia Davies and Guy Merchant, 2009).

During this time the lecturer's support and guidance are very crucial. Learner were given tutorials on Google Apps which is our Main Web 2.0 tools that we use.Although most of our learners have been exposed to  or have been using Txt messaging, gmail, Facebook and Youtube , they were not aware that these tools could be used for educational purposes. Te Puna Ako were brought in to facilitate a few ICT sessions.Once the google account were setup , small tasks were given to the learners for eg. sending email messages. The first four weeks was spent getting learners to set up bloggs, how to create posts and to insert docs and multimedia. Teamcame blogsite was created where learners were invited to join and were put into different groups.The learners were also shown how to access the Google tutorial videos on Youtube show that they can view the videos at the their own leisure and pace when off the campus.To accommodate the weaker learner, one on one (face to face), synchronous  sessions is the key.With bigger class numbers it was decided to team teach which made it much easier to give some students the extra help they needed.

It is very important for the facilitators to be part of the learning process, be engaged with them and be part in the process.

Stage 2:

Learners become more confident with gmail and Blogger. They easily access and navigate Google docs. Small class groups are now formed and learners are given a task to blog about. It was found that it was difficult get students to naturally engage in a group task and also in a online activity.I have based an  student centered e - activity around the group learniing models  Source: Cowie et al (1994, pp. 96 - 81)

Model 1:

This model focus on group learning, peer engagement and sharing.This is adapted from Cowie's jigsaw model (1994).  As part of the task each learner will be allocated a certain part for which they will be responsible for.This means that for the task to succeed each member of the group will have complete their task. If this task is set as an assessment the learners will almost forced to complete their tasks. The facilitator must always keep track of the learners progress and intervene where neccessary. Continuous feedback from lecturer to learner and visa versa is essential for the task to be successful. The learners are encourage to use the internet such Google or MS Explorer.

 Stage 3:

In this stage the learners are now more comforfable with use of some of the Web tools. New tools are introduced such as Buzz, Picasa, twitter,Youtube, Docs, Powerpoint to name but a few. Another activity is given based on the second model by Cowie. This model dictates that students work cooperatively because there is only one task for whole group.The assessment is also written as part of the activity. See model 2 below:

Model 2:

  Stage 4:

During this stage online interactions,discussion and engagement will become more collaborative and frequent. The learners will be creating own content and takes ownership of their learning.The facilitator have to be involved at all times to monitor group activities, keep them active and engaged .

Stage 5:

The learner will now be equiped with neccessary tools to self manage, be creative, critical and self reflective.
From here onwards the sky is the limit. As you can see from the Prezi presentation, the pyramid of learning is complete, this however is not the end of the journey, only the beginning.

References:

• Cowie, H., Smith, P.K., Boulton, M., Laver, R. (1994). Cooperation in the Multi-ethnic classroom. London: David Fulton: The impact of cooperative groups work on social relationships in middle schools. London: Fulton.

• Prensky, M.(2001). Digital natives,digital immigrants.On the Horizon, 9(5), 1-6.

• Salmon, G. (2002). e-Tivities: The key to active online learning. London. Kogan Page.

 

 

 

 

Using Blogger as a educational tool

In this post, I will be discussing the uses of Blogger in the CAME course:

Challenges we were faced with in the beginning were the lack of resources, netbooks were of a inferior quality, network unreliable and slow. Some of the students were not familiar with Google Apps and we spent a considerable time getting everybody on the same page. The students were quite proficient in accessing the internet, playing online games and watching videos on Youtube.Most of them found using the internet and Web 2.o for educational purposes quite new.We spent almost two weeks to get email  and Blogsite setup.

One the first tasks we gave the learners was a discussion topic around the Treaty of Waitangi. We had them form groups and they had to engage in the discussions/converstions by posting comments on their group blog.One on the benefits of using blogger is that group engagement can be monitored.By inviting other learners into the blog conversations this platform has become medium of sharing ideas and thus becoming a community of practice.The lecturer  also engages in the conversations which make the whole excercise very inclusive.In this way the learners  feel safe and can easily relate to the lecturer. Students also use blogger to host their E-portfolio.This is an electronic accumalation of all their works and is also used as a means of assessment. The works consists of presentions, personal journals , drawings and many other posts relating to inquiries and discussions.

We use the Blogsite http//:[email protected] to monitor blogs, provide teacher/learner feedback,get learner/teacher feedback, post learning packs and teaching notes.

Listed below are a few educational uses for blogs and what value it has from a educational perspective as identified by Fernette and Brock Eide and cited by Will Richardson (2006) in Blogs, wikis, podcasts, and other powerful webtools for classroom include the following:

• Can promote critical and analytical thinking.
• Can promote creative, intuitive and associational thinking (creative and associational thinking in relation to to blogs being used as brainstorming tool and also as a resource for interlinking, commenting on interlinked ideas), networking.
• Can promote analogical thinking.
• Potential for increased access and exposure to quality information.
• Combination of solitary and social interaction.

Within the struture of a blog , students can demonstrate critical thinking, take creative risks, and make sophisticated use of language and design elements.In doing so , the students acquire creative,  critical,communicative, and collaborative skills that may be useful to them in both scholarly and professional contexts. The growing popularity of blogs suggests the possibility that some of the work that students need to do in order to read well, respond critically and write vigorously might be accomplished under circumstances dramatically different from those currently utilised in higher education.

Educational uses of blogs.

Within a personal academic perspective a blog can support:

• reflection on teaching experiences.
• categorised descriptions of resources and methodologies for teaching.
• ramblings regarding professional challenges and teaching tips for other academics.
• illustrations of specific technology-related tips for other colleagues.

Within an organisational perspective a blog can support:

• a common online presence for unit- related information such as calenders, events, assignments and resources.
• an online area for students to post contact details and queries relating to assessment.

Within a pedagogical perspective a blog can support:

• comments based on literature readings and students responses.
• a collaborative space for students to act as reviewers of works (peers assessment) for course related materials.
• images and reflections related to industry placements.
• an online gallery space for review of works, writings, etc. in progress, making use especially of the commenting feature.
• teachers encouraging reactions, reflections and ideas commenting on their students blogs.
• development of a students e-porfolio of work.

Reference:

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful webtools for classrooms.

Thousand Oaks, CA: Corwin Press.

 

Concept Map of the CAME course using mindmeister

 

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