It's much harder to collaborate with yourself!!!

Rightio... so I had some postie bike issues which prevented me from attending the last class, which by chance, was pretty vital to the next class and assessment. So thanks to Suzanne, I was able to get an idea of what was discussed. I then had the unfortunate pleasure of collaborating with myself about the who, what, which way, when and why in relation to the assessment. How anyone gets anywhere collaborating with me is a mystery but alas, me, myself and I came up with the following:

As I am currently studying Indigenous history and plan on going country to indigenous communities, I naturally went in the direction of our First Nation's people, as a base. As a member of our society I long for social change; our acknowledgement and recognition of our true culture. As a country which prides itself on its' multiculturalism, it seems our primary identity is that of British influence. So heading down this train of thought, a great idea is for students to challenge this concept by creating new laws, new flags and new anthems to represent what they see as our most important aspects for change. After becoming very impressed with myself I checked with my Facebook uni crew as to what they were doing; my fellow historian, the ever-impressive-Lady-Amanda, was... WALLAH... doing Indigenous history as well. Fortunately her direction was different to mine, but in the back of my head I was thinking "she is so smart, she might make my assessment look Forrest Gump-like". Once my mind is made up though, its hard to change. Yes this is something I am continually working on. ;)

So apparently I need to present my work to the class tomorrow, and although I think I know what I am talking about, I am hoping things don't go pear shaped.


HELP!!!

Reflective Synopsis:

This course was fun, engaging, challenging and practically relevant to life and classroom learning, a prime example of how we as teachers ought to formulate our classes. Digital learning has come a long way, not solely in the context of technology itself, although obviously it has, but the application of technology into learning. As a father, it is incredible to watch children’s interest, effort and ability to use technology in completing tasks or solving problems. For my children it is as simple as using puzzle apps, counting apps, and problems solving apps in general that they simply love and are very good at; did I mention my children are 5 and 2. Much like my children it is imperative that the apps or websites used are done so legally and ethically in a structure that promotes higher order thinking, collaborative, cooperative and effective learning in both classroom settings and beyond. You see one thing that this course has done has taken my own narrow concept of classroom learning and made it global. Indeed I have come a long way from the beginning of this course and feel better placed to continue that development over many years to come as a learner and educator.

Upon reflection, it was evident as each week went by that my understanding evolved and grew. The possibilities are endless connecting digital technology to learning frameworks such as Dimensions of Learning (DOL’s), SAMR model and Bloom’s Taxonomy to apply high order creative thinking and learning, a few tools in a small but ever growing tool belt. This simple mind shift gave new perspectives to learning, it almost relieved me of pressure to think that I can give students the platforms to reach their own goals, whilst pushing them go even beyond their own expectations. Collaborative learning engages the student to be analytical, critical, constructive which works in seamlessly with theories such as constructivism theory. Students are encouraged to create the end result using creative frameworks for higher order thinking, problem solving via their own personalised avenues. The ability to work together and process information for problem solving are invaluable life skills that students carry well beyond the classroom.

This approach allows students to engage in community and professional based topics and problem solving, giving children purpose, accountability, responsibility within the framework of any particular course and pedagogy of their particular teacher. Scaffolding their learning are sites such as blogs and wiki pages that allow for engagement between students/students and teacher/students with the ability to multi-author. This platform is used to help guide and develop their understanding of any illegal content, copyright laws, bullying or immoral content; all monitored by the teacher. This collaborative learning enhances student’s ability to think critically and communicate without fear of offense, encouraging resilience and grit. This was actually a requirement of our class however we missed the mark in terms of critically analysing and improving each other’s work. For example comments such “Good work” and “Loved your font” didn't really, well do anything. Through our lectures and collaborating in class using ITC’s in reference to learning theory’s already covered, it became very obvious that the interaction between students in class and online was a huge benefit. The De Bono’s Hats exercise was a prime example of how the ideas of others can help open your own opinion or perception of a subject matter. Students in that environment felt content to say their piece and read others, however this didn't really allow for further growth of ideas beyond.

The well-being of students is paramount, students who are shy in class have more confidence online, although social behaviour needs to be constructive, and this would take time as it does in real life. Classroom management benefits, time restraints in class don’t allow everyone to contribute to a well thought out and effective collaborative process. Online collaborative learning allow ideas to grow, although I think to begin there needs to be some basic establishments and ground rules laid out before this type of learning  takes place. For example students need simplistic understanding to begin; constructive criticism isn't directed at the person only the topic, don’t take criticism personally and whatever idea put forward will not be the idea at the end. To collaborate will take everyone’s input; some ideas will work well together while some won’t. This will help students to be brave enough to critic a class member without feeling guilty, as we did. Individual learning is yesterday’s news and the modern age is breathing fire into the belly of student or peer based learning. Help students to focus on how to apply collaborative frameworks and tools to better understand problem solving, not just the problem.

For a teacher to teach higher order thinking they first must become higher order thinkers. The constant use and re-use of Bloom’s Taxonomy and the SAMR framework allowed, in time, for me to grow my own understanding of facilitating a real class. It allowed me to understand that learning must have the highest of expectations, to the point where there is no specific view at the end but a journey to walk that will encourage a person’s ability and understanding. As a teacher I will take a new initiative to collaborating with fellow teachers, challenging myself on a daily basis to raise the bar of expectation and different ways for students to enhance their learning experience. I will use my students to help guide me, hopefully as much as I guide them. 

References:

Australian Curriculum: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT

Constructivist Learning Theory: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html

CQ University: EDSE 12024 Digital Pedagogies in secondary schools.

Online Learning Insights: https://onlinelearninginsights.wordpress.com/2012/04/27/online-groups-cooperative-or-collaborative/

The word I use to describe most 'thing's'...

Thinglink, to be completely honest, attracted me because I thought anything that used 'thing' as its main name had to be fantastic as I use the word 'thing' to describe most 'thing's' from people, places or objects; its up there with another word that only uses four letters but is extremely versatile ;). When using Thinglink I connected with it very fast mainly due to past experience working in history classes. Students were using story boards and posters to describe and explain assessment pieces. You see Thinglink is a mufti functional ITC that has practical and basic tools to create a diverse perception of facts. The options for a single image help support the old saying 'a picture is worth a thousands words'. With Thinglink a picture is worth thousands of words, interactive video links, music, website links, maps,  self monitoring tools for who has viewed your site and how many times, linking it with Facebook, LinkedIn, blog accounts and so on.

There is, much like most other ITC sites, a free version with limited tools or a subscribed version which opens up all avenues of opportunities aforementioned. What was completed in a very short time by myself leads me to believe that this digital tool is one that offers students awesome opportunity.

As a teacher you can use it following to SAMR model as follows:

Substitution: Alternative to posters, story board assessment pieces using the basic free version.
Augmentation: Students could add video links and links to websites that offer more variety of information and digital variety.
Modification: Students can add authors to contribute to the site as well as create links to blogs, tweets, Facebook and LinkedIn.
Redefinition: students can create an interactive video so users can engage in new level question and answer videos that take video conversations to another level. They could also link it to the global community in relation to the subject matter, this would link users directly to the source and create connections otherwise never achieved.

This digital tool was fun to use, it was easy to use and without spending hours and hours I was able to achieve a fairly interactive and informative picture on a very serious matter. This is without doubt a great tool for almost any subject matter and user friendly for all ages. Thumbs up thingy..

What we did in 40 minutes.....

If students of a mature age, some more than others, can accomplish what we did in 40 minutes then the opportunity for adolescent students is quite dumbfounding really. Our objective this week was, working groups, to select a ITD and apply to it to certain criteria. Much to Ellen's relief, I too have a great amount of respect and friendship with my fellow classmates so working in group is always a positive exercise. Upon completion we were to write this blog as a summary of that experience for that particular class.

To begin, it easy to see why Miriam has a reputation at the CQ University as a great lecturer and in conversation, a great person. There is always an open and honest approach to her pedagogy and her nature carry's no ego or judgment when dealing with the diversity in our group. Over the past 5 weeks I have seen the classroom develop into a relaxed, engaged and in a way honest environment with who we are (teacher in the making), what we are learning, who is teaching us, what our teacher knows and the desired outcomes in class, in the course and in life; refreshing really. And although that very teacher will be reading and marking this, this is not a suck up, brown nosing or teachers pet attempt as it is simply an observation and admiration. Reassuring, that although as teachers we grow, learn, develop and in many ways change, we can still be our true selves and be bloody good teachers

The class was put into groups, well it was supposed to be groups but Jack, Mac and Brodie obviously can handle their liquor ;). Instead Ellen and I were paired  (as were the others) and we selected PREZI, a mind mapping site that neither of us has had ever seen or used before that class. The lecturer gave a quick presentation into the course content then prepared us for the classes activity. We had approximately 40 minutes to experiment, design and present the efficiency, compatibility, diversity, accessibility and so on about this ITD called PREZI and how it could be applied to educating students. Make that 20 minutes as it took Ellen and I 20 minutes to get online, even when the lecturer gave us access to their computer it still wouldn't work. So a call was made to the IT department to get access to the course material, thankfully they have a vastly better understanding of technology then we did and we successfully got on line.

Once online Ellen and I took to this site like a duck to water, obviously it was new, so our interest was focused but on top of that it was easy to sign up and navigate. Like many of the tools we have engaged in, the idea that in 40 minutes we created a presentation based on that site is amazing, the site itself was outstanding with engaging in visualising the thinking process. It was refreshing to work in a group and get outside perspectives to ways of which would never of been discovered. The opportunity to present made for another angel of cognitive and creative thinking. Developing our skills to connect with an audience, understand our content and deliver it in a manner that made it interesting, informative and down right hilarious, cause Ellen and i are so funny. Don't laugh.

All in all the lecturers approach to this class was clever, creative and knowledgeable. Indeed she was using elements of Bloom's Taxonomy and every level of the SAMR. With the challenges of technology not working, students not being there, having to leave early ;) and even this blog's change was simply effortless. Highlighting the fact that with the right attitude, approach, understanding and effort and can have on your teaching.

Thank Mim

Learning How to link Video's to student blog pages: exhibit 1- The Agricultural Revolution: Crash Course World History #1

Digital smigital....??? What did I just say?

Once again I bravely stepped where no Ryan Stewart has stepped before, and thankfully, this time was much easier then the last, 'HOORAY'. This weeks topic seemed fairly open ended and relatively easy, until it was applied to using it as a tool for different level's of educating. Although I completed a 'masterclass' video performance in my lecture this week, my inability to send that video to my email showed how out of touch and how creative I can be. Out of touch in 'how hard is it really' to send myself a video link and secondly how creative I can be to accept that mistake and create a new window of discovery to complete work I had previously never attempted. "HOORAY 2"

Being hand feed the criteria, having someone explain what we need to do and ways to complete it did offer great clarity and vision as to what was required, however it did take some pedagogy intuition to apply it to my teaching style.

I decided to use video, it seemed to be the most modern and versatile way to connect, create curiosity and modernise students interest in what, who and why they were learning what they were watching. As you can use both images, music, video, quotes, clips, links, interactions, compilations, integration's between other students and teacher/student and so on. It also offers diversity in relation to Bloom's Taxonomy, from knowledge, all they way to creative, as seen in the SAMR evidence below.

Substitution: Speeches, plays, advertisements or drama/English assignments that students could do in class. however replace it with video.

Augmentation: Using a video via blog page that can be accessed by other students on content relevant to assignment standards. Adding integration of students and a better all round perspective from diverse students and teacher input.

Modification: Using a video that encompasses images, videos, clips and even collaborative sessions to present, argue for and show understanding and reasoning through on the spot tests. Also allowing for students to think outside the box to ask relevant questions that qualify good reasoning.

Redefinition: Students could break assessment into sections all combining to complete to whole task combining video and recorded links to create a published file open for public, student and teacher reasoning to qualify all students comprehension and understanding to the topic and test levels of critical and creative higher order thinking.

Video is a tool that must be used and as a teacher it would be a great asset for educating, respect and diversity in teaching.

Check out my video link below for a little insight into my daughter and beautiful wife ;)