The Learning Sequence and Rationale...Poetry - Safe Online

Three Phases of Learning – Three Technologies

Listed below are broad phases of learning however, they underpin most learning design in the primary years curriculum. Extra phases could be added, for example produce, but my belief is that produce is just part of the create and refine loop. Other models of learning I regularly use in my pedagogical approach such as the IMPACT model (Project 600) or Information Process (Information studies) also align with the three broad phases. In my initial planning I decided when and how certain technological tools at certain times would be the most appropriate way or place for students to work in that phase of learning. In my blog entry that contains background information you will find further discussion around the curriculum content of the unit of work.

It is important to note:

• ·         the learning in the three lessons below is in sequence but it is NOT a set of back to back lessons, they sit within a unit of work surrounded by other learning activities.
• ·         in the Wikispaces classroom is where the majority of the work will take place but students will go in and out of this virtual space throughout most of the unit to either other digital resources or perhaps print resources.
• ·         scaffolding and exemplars are provided in the main wiki room and  teacher/s will differentiate instruction amongst individuals and groups (both face-to-face and in the Wiki Classroom) via comments, notes added to wiki project content and referral to further resources.
• ·         technical skills and site navigation will be demonstrated by the teachers at their respective schools (in class) via whiteboard demonstration.
• ·         knowledge acquisition occurs within all three phases of learning in association with the three main technological tools used. Students come to each phase with prior knowledge of content and technology.

This unit of work was designed to provide students with an opportunity to use 21st Century skills and media fluency, I identified in a previous blog, to achieve the learning outcomes. It was also designed to allow me to strengthen an area of my practice mentioned in the same blog, "I think in practice though I do not provide enough opportunities for creative and critical thinking". Effective online communication and collaboration will be key to the successful completion of the poetic presentation.

Investigate and Plan – Web Conference using Collaborate platform

WHAT - Students will be introduced to the topic, the project, each other (team members) and they will have a live online session with a children’s writer of poetry (for example Ken Nesbitt who offers online author meetings).  Students will engage in the poetry writing process and be invited to ask questions about content and the assigned project.

WHO - Year 6 students of two classes from two different schools, class teachers and the invited author.

WHY – Collaborate is a secure online meeting tool available to students and teachers when at school; outside guests can be invited in by a moderator. Presenters in collaborate can upload presentations and present in audio and video. Break Out rooms can be utilised for small group interaction. Applications can be shared in real time. Files can be shared in real time. The session can be recorded so absent students receive the same introductory information.

Students in the state’s regional areas often lack access to guest speakers. Using a web conference to meet and chat to a genuine author makes for good inspiration. It is also a cheaper option in this time of tight education budgets. The meeting of students from another school provides variety to the learning event and requires students to demonstrate online social etiquette and communication skills.

HOW – I would create a Collaborate session in iConnect. Organise an author and send the link to all participants with a start time. I would give the author moderator privileges on session entry so they could upload their presentation. Break out rooms could be set up so teams could meet, chat and perhaps complete an activity together. Students will have had to have an introductory session prior to the author chat so they have some familiarity with the basic tools. Currently, the majority of Year 5 students in our schools have not experienced being webconference participants. The likelihood of students working in Collaborate in future years is high so this was an appropriate unit of work in which to introduce this digital environment. A second session in a webconference mid project will reinforce skill acquisition as students work with their team in breakout rooms.

Create and Refine – using Wikispaces Classroom titled wwwrite at http://wwwrite.wikispaces.com/

If you would like an invite to this wwwrite Wiki Classroom please provide your email address in the comments below or go to the wiki and “request membership”  J

WHAT – Students will communicate, create and edit in their project area.  Students will access, and add to, resources in this virtual classroom. They will upload artefacts and post responses to each other. They will write a poem together and present it to all class members. They will make decisions and provide feedback in the Wiki Classroom. Built into the learning environment and task (but not as a focus outcome) will be the ethical use of materials by students. Explore wwwrite to see just what students will experience!

WHO – All registered students and their class teachers. The guest author from the webconference above could be invited into the wiki to comment on the poem each group has decided to publish in audio. This final feedback from a “mentor” in the field would add to the authenticity of the task.

WHY – A wiki is somewhere students can edit each other’s work and post comments both asynchronously and synchronously in the same virtual place so it was a better option than a blog. It is password protected and can be set as a closed community. Teachers can view each student’s contribution and participation level by accessing the assessment area. Using Wikispaces afforded the embedding of podcasts and the setting up of project areas for each team. Adding pages is simple and provides a logical format not dissimilar to a book format (allowing children to transfer knowledge). There are other affordances to wiki use as per the table in my blog post Affordances of Wikis - Wikispaces.

HOW – Students will have access to the wwwrite classroom 24/7 but they will have a one hour lesson each week in school time to work on their project. Teachers will access project team areas out of class and work with individuals in class. Students will be able to access from home in their own time.

Present – using Podomatic and Glogster

WHAT – Into Podomatic students upload an audio file of their poem presentation designed to encourage younger children to be cyber aware and safe online. This file is translated into a pod cast that can be embedded in the wwwrite wiki classroom.  A teacher will collate all podcasts and embed them into a Glog that can be uploaded to the Learning Place as a learning object. At this stage adding two new

WHO – Students (Podcast) and teacher (Glogster) with demonstration to students. All EQ students and teachers will have access to the final Glog in the Learning Place - Student Spaces. The Glog is similar to that on the Final Product page of the wiki classroom.

WHY – The students have prior knowledge of recording with Audacity and Windows Media Record function. Using Podomatic will take them further into audio production building on current knowledge. Podomatic podcasts can have an image included and they embed seamlessly into Wikispaces. Glogster was selected as a quick and easy way to create a single image with the podcasts embedded.   This allowed for simplified access by the intended audience.

HOW – Teachers will demonstrate in class how to create a podcast in Podomatic. After a final copy of the poem is published (in text in their project rooms), teams will decide who will provide the voice to be recorded and who will create the podcast. Creation of an image to sit with the podcast would add a further challenge students may choose to take up. Images are another powerful way to communicate an idea.

The unit Poetry - Safe Online has been designed through the intertwining of my pedagogical, content and technological knowledge. It is a unit that is framed by my core belief that every student is capable of successful learning, each person's personal best looks different and it is my job to bring out the personal best in my students.