Images are a vital component of social communication. Visual literacy is necessary for us to comprehend images. The use of images in pedagogy offers many affordances. I have suggested but a few in the table below. The DiAL-e Framework helped guide my thinking so I have included a short YouTube video (of a Prezi presentation)from the website as an overview of what I kept in mind.
Monday, April 14, 2014
Saturday, April 12, 2014
Video in Learning
A recent and interesting paper by Henderson, M. et al. (2010) Students Creating Digital Video in the Primary Classroom states "Student-created digital video is not a new idea but it is taking a remarkably long time to be integrated into the classroom as a common tool across the curriculum". This paper, accessed through the Australian Council for Computers in Education site, goes on to suggest this slow uptake may be due to hardware cost and teacher training but these issues are fortunately being eroded. I am in agreeance with the authors and over the last few years particularly have seen a significant increase in video production (by students) at my primary school. Personally as a Teacher Librarian, I have been an avid consumer of online video but a reticent producer. This week's analysis and exploration of media technologies has boosted my confidence in this aspect of my pedagogy to the point I believe I could now instruct students to create digital video artifacts.
This is my first attempt at placing personal video on YouTube. It is a snippet of my recent dolphin encounter. I used Screencast-O-Matic and played the DVD on my desktop to copy. I added music in YouTube.
It took me HOURS, but boy didn't I learn a lot after many failed attempts during all stages of the process.
Video recording of experiences by students allows later reflection and analysis of the event.
https://www.youtube.com/watch?v=yj2a3XT0tys&list=HL1397367980&feature=mh_lolz
A plethora of instructional video can be located on the net with YouTube being the most popular in my home. My husband has replaced 4 iPhone screens using YouTube How-To! The advantage being he could pause and replay as many times as needed to be successful. In the classroom context this affordance is of high value in catering to the various learning pace of different students.
The University of Queensland discusses the Flipped Classroom as a way of shifting learning from the passive to the active so class time focus can be on around the higher order thinking skills such as analysis, synthesis and evaluation. I feel as long as the learning from the video is used to scaffold and support more complex tasks it is a valid tool.
A quick example of how video can be utilised prior to in school learning.
Year 4 Food Chain studies from the Science curriculum.
The majority of students have the misconception that the food chain begins with plants. Assigning the viewing of the edTed video Dead Stuff as a homework task prior to a field excursion to locate brown matter in the school grounds would allow students to come to the task with some background knowledge they may not have otherwise had. The problem of ensuring the school gardens contain brown matter is a real life issue at my school.Students could produce educational video around the production of brown matter at the school (worm farming)to encourage other students to sort lunch litter correctly into bins to be recycled by the worms.
An easy way for students to create video is to convert a PowerPoint slide presentation to movie as I have below. I have taken one persons experience as a real life example to stimulate a problem based project.
This application of a Web 2.0 tool for storytelling allows the learner to make decisions in relation to their audience at all stages of the process. A reflective cycle of thinking would be repeated throughout the process of production.
The affordances of video are a combination of those associated with images and audio however, the combination of moving images with sound makes it a strong pedagogical tool. Through video recording students can relive moments and events to later reflect more critically. People around the globe are learning through video at home, in the workplace and in educational institutions. Digital video makes learning for all possible.
Sandy Shannon in her blog post Media 6.3 Video has demonstrated how video (around Top Level Reading Structures) can reinforce prior learning through revision. These videos would be great as part of a warm up routine in a reading session.
This is my first attempt at placing personal video on YouTube. It is a snippet of my recent dolphin encounter. I used Screencast-O-Matic and played the DVD on my desktop to copy. I added music in YouTube.
It took me HOURS, but boy didn't I learn a lot after many failed attempts during all stages of the process.
Video recording of experiences by students allows later reflection and analysis of the event.
https://www.youtube.com/watch?v=yj2a3XT0tys&list=HL1397367980&feature=mh_lolz
A plethora of instructional video can be located on the net with YouTube being the most popular in my home. My husband has replaced 4 iPhone screens using YouTube How-To! The advantage being he could pause and replay as many times as needed to be successful. In the classroom context this affordance is of high value in catering to the various learning pace of different students.
The University of Queensland discusses the Flipped Classroom as a way of shifting learning from the passive to the active so class time focus can be on around the higher order thinking skills such as analysis, synthesis and evaluation. I feel as long as the learning from the video is used to scaffold and support more complex tasks it is a valid tool.
A quick example of how video can be utilised prior to in school learning.
Year 4 Food Chain studies from the Science curriculum.
The majority of students have the misconception that the food chain begins with plants. Assigning the viewing of the edTed video Dead Stuff as a homework task prior to a field excursion to locate brown matter in the school grounds would allow students to come to the task with some background knowledge they may not have otherwise had. The problem of ensuring the school gardens contain brown matter is a real life issue at my school.Students could produce educational video around the production of brown matter at the school (worm farming)to encourage other students to sort lunch litter correctly into bins to be recycled by the worms.
An easy way for students to create video is to convert a PowerPoint slide presentation to movie as I have below. I have taken one persons experience as a real life example to stimulate a problem based project.
This application of a Web 2.0 tool for storytelling allows the learner to make decisions in relation to their audience at all stages of the process. A reflective cycle of thinking would be repeated throughout the process of production.
The affordances of video are a combination of those associated with images and audio however, the combination of moving images with sound makes it a strong pedagogical tool. Through video recording students can relive moments and events to later reflect more critically. People around the globe are learning through video at home, in the workplace and in educational institutions. Digital video makes learning for all possible.
Sandy Shannon in her blog post Media 6.3 Video has demonstrated how video (around Top Level Reading Structures) can reinforce prior learning through revision. These videos would be great as part of a warm up routine in a reading session.
Audio in Learning
Audio in learning is certainly nothing new. I remember listening to audio tapes and stories on LP record when I was in primary school. My key memory is we listened we didn't produce.
Now the capacity for audio production and dissemination on the world wide web is truly limitless. People can share their thoughts and music to a global audience with the click of a button.
Websites such as PodOmatic provides millions of podcasts from all over the world. A few I found interesting were The Learning Pod and Kids Biz.
The Learning Pod reviews online applications for education. Great professional development for time poor teachers. Just download and listen while you are driving. Discover new apps and follow up the ones of interest.
Using Audacity software to record, I created a podcast as an example of a class news media task. I then embedded this in the Wiki I have set up. A page for podcasts was added to organise this type of content. The news podcasts could be made into a series students create to share with family and the school community. As I was unable to place the audio in this blog you can access it from the JustyC Wiki (User JCwiki01, Password JCwiki1).
Audio is a unique media if used without image. It requires the listener to visualise in their mind from what they have processed through auditory reception. For individuals with poor text decoding skills it is a means of obtaining information to help them construct knowledge. The production of music is a creative outlet for people with interest and strength in this area. Digital audio tools provide access to music making previously not possible due to cost and space constraints. Audio production tools have allowed masses worldwide to get their message (be it podcast or music) out to a global audience and in turn receive feedback.
Now the capacity for audio production and dissemination on the world wide web is truly limitless. People can share their thoughts and music to a global audience with the click of a button.
Websites such as PodOmatic provides millions of podcasts from all over the world. A few I found interesting were The Learning Pod and Kids Biz.
The Learning Pod reviews online applications for education. Great professional development for time poor teachers. Just download and listen while you are driving. Discover new apps and follow up the ones of interest.
Using Audacity software to record, I created a podcast as an example of a class news media task. I then embedded this in the Wiki I have set up. A page for podcasts was added to organise this type of content. The news podcasts could be made into a series students create to share with family and the school community. As I was unable to place the audio in this blog you can access it from the JustyC Wiki (User JCwiki01, Password JCwiki1).
Audio is a unique media if used without image. It requires the listener to visualise in their mind from what they have processed through auditory reception. For individuals with poor text decoding skills it is a means of obtaining information to help them construct knowledge. The production of music is a creative outlet for people with interest and strength in this area. Digital audio tools provide access to music making previously not possible due to cost and space constraints. Audio production tools have allowed masses worldwide to get their message (be it podcast or music) out to a global audience and in turn receive feedback.
Images in Learning
Sharing, explaining, illustrating, demonstrating, highlighting, discovering, exploring....
Use of "the image" within a learning context is limited only by the pedagogical designers imagination.
Providing learning tasks that require students to view and create images by them using their higher order thinking skills will equip students for this 21st Century in which they live. Students will need to master images to succeed in s digital environment.
As identified on the Fluency 21 website images are a vital element in effective communication.
I would use Flickr - Photo Share as a repository for images for sharing with students, it is easy to use and allows for logical organisation of artifacts. Other members can be followed, groups set up or joined and topics and themes searched (made possible by tags). Exploring and uploading to Flickr (whilst thinking out loud) is a great way to illustrate to students how crowd generation of content enhances the learning experience.
I have placed a photo here via my Android phone that I saved in my Flickr web space. It is in relation to immigration and multiculturalism (part of the Year 7 curriculum in Queensland).
The children are my nephews - Samoan/Australians who support the New Zealand All Blacks rugby team.
It could be a See-Think-Wonder stimulus leading to search and production of images by students to express their thoughts on the topic. The image would also lend itself to discussion around cybersafety and images of children on the internet.
Within Flickr I am also able to locate and collect images created by others.
In a study of the novel "Boy Overboard" by Morris Gleitzman the topics of poverty and recreation emerge early in the text. What do children with almost no material possessions do for fun? This image provided much discussion around what my students could create a game around without making a purchase and by using basic materials in the home or community.
https://www.flickr.com/photos/unhcr/4931082597/in/faves-123060977@N06/
Visual literacy has come into its own with the introduction of the web 2.0 tools.
Students need to understand images and be critical consumers of them. They need to be producers of images that get their message across, to their identified audience, to meet a specified purpose.
To share their community and environment with other students (in school and globally) the app 360 Panorama is great for placing the consumer in the producer's shoes. From these interactive images compare and contrast discussion can be had so knowledge of the place in the panorama can be built in a socially constructive way.
This is my street.
Virtual tours such as Louvre Museum (in France) allows students to experience unique educational places in other countries. 360 panoramic images in exhibitions provides visual access more effectively than flat photographs. In this example double clicking on museum objects allows the viewer to gain further information depending on interest.
As identified on the Fluency 21 website images are a vital element in effective communication.
I would use Flickr - Photo Share as a repository for images for sharing with students, it is easy to use and allows for logical organisation of artifacts. Other members can be followed, groups set up or joined and topics and themes searched (made possible by tags). Exploring and uploading to Flickr (whilst thinking out loud) is a great way to illustrate to students how crowd generation of content enhances the learning experience.
I have placed a photo here via my Android phone that I saved in my Flickr web space. It is in relation to immigration and multiculturalism (part of the Year 7 curriculum in Queensland).
The children are my nephews - Samoan/Australians who support the New Zealand All Blacks rugby team.
It could be a See-Think-Wonder stimulus leading to search and production of images by students to express their thoughts on the topic. The image would also lend itself to discussion around cybersafety and images of children on the internet.
Within Flickr I am also able to locate and collect images created by others.
In a study of the novel "Boy Overboard" by Morris Gleitzman the topics of poverty and recreation emerge early in the text. What do children with almost no material possessions do for fun? This image provided much discussion around what my students could create a game around without making a purchase and by using basic materials in the home or community.
https://www.flickr.com/photos/unhcr/4931082597/in/faves-123060977@N06/
Visual literacy has come into its own with the introduction of the web 2.0 tools.
Students need to understand images and be critical consumers of them. They need to be producers of images that get their message across, to their identified audience, to meet a specified purpose.
To share their community and environment with other students (in school and globally) the app 360 Panorama is great for placing the consumer in the producer's shoes. From these interactive images compare and contrast discussion can be had so knowledge of the place in the panorama can be built in a socially constructive way.
This is my street.
Virtual tours such as Louvre Museum (in France) allows students to experience unique educational places in other countries. 360 panoramic images in exhibitions provides visual access more effectively than flat photographs. In this example double clicking on museum objects allows the viewer to gain further information depending on interest.
Saturday, April 5, 2014
Wix Website
I heard an ad on TV (yes heard because I never have time to watch TV) last week for a website building website.
As I become more adventurous in my online spaces exploration I decided to try it out. Well I signed up to
Wix and after checking out heaps of templates was struck with the though. Oh My Gosh what would I call it, what would my overall theme/content organising idea be, what would I put in it????
I will ponder this conundrum over the next few days while I am swimming with dolphins and bush walking.
Perhaps I will have an epiphany.
Any ideas? Any experience with Wix? Please share.
As I become more adventurous in my online spaces exploration I decided to try it out. Well I signed up to
Wix and after checking out heaps of templates was struck with the though. Oh My Gosh what would I call it, what would my overall theme/content organising idea be, what would I put in it????
I will ponder this conundrum over the next few days while I am swimming with dolphins and bush walking.
Perhaps I will have an epiphany.
Any ideas? Any experience with Wix? Please share.
Affordances of Wikis - Wiki Spaces Classroom
I set up a Wiki Spaces Classroom (Education - Free)to analyse the affordances of this online space as a pedagogical tool.
I am now converted to this approach to student driven content and have been planning how to implement this tool as part of my Teacher Librarian role (student research tasks) which I will return to in July. It is much easier to manage than I anticipated.
The table is by no means a final product: below but it is my first response after using the tool. I already know it would be better with more specificity around activities so feel free to make suggestions!
The table is in my wiki as well video, images and soon I will add a link when I find something awesome.
One thing I would have liked to do was be invited to another student's wiki to compare and contrast', from a member's perspective..... Hint Hint.
I found setting up my wiki I was more aware of writing for the future members, "them", whereas setting up and writing in this blog is more about the "me".
If you would like to be a member of my wiki and have not yet received an invite please let me know and I will make sure it happens.
Friday, April 4, 2014
The Affordances of Blogs - Blogger
Consider my blogging expertise doubled! An examination of the Blogger blog site has taken quite some time because each time I discovered something new you could do I would be off on a tangent trying it out.
The table below analyses the affordances of blogs (based on this blog tool)and how it links with my pedagogical framework.
I have used a table because I prefer to analyse on a structured format. I considered a mindmap but found it too "messy".
T
The embedding of blog use in learning design is all about social communication around student AND teacher generated content. It enhances learning by providing students with a web space that can contain various types of digital artefacts. Learning is transformed when students must be critical when reflecting on their own work and the blog posts of others. Reflective thinking is how students grow their mental capacity. Blogs allow for the students to present ideas creatively through the embedding of original images, sound and audio. Blogs are an essential component of eLearning.
The embedding of blog use in learning design is all about social communication around student AND teacher generated content. It enhances learning by providing students with a web space that can contain various types of digital artefacts. Learning is transformed when students must be critical when reflecting on their own work and the blog posts of others. Reflective thinking is how students grow their mental capacity. Blogs allow for the students to present ideas creatively through the embedding of original images, sound and audio. Blogs are an essential component of eLearning.
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