Movie making

Well I have made a few movies before but the time I tried in movie maker it just kept crashing on me.
When considering making movies there has to be some thought put in to the sizes of images and video content that is being uploaded and whether you have a computer that has the right specs, re: ram, video card and a fast enough processor. Mind you that is for the serious movie maker. When making a movies one also has to consider the audience and which context this will be played in. I still think it's important to have a video that has sufficient information, ie: pixels and data in case it is used in the future on a TV screen and not just a computer screen. The video output could always be compressed in size for upload but it cannot be reversed.  On the other hand it is a great tool to record and engage students, even get them involved in the production to make the learning more meaningful, fun and interactive so that learning is just a part of their experience, not a chore.
I will try and make a mini video with smaller sized images etc.

Podcast used as a learning tool

Using podcast in the classroom as a digital tool to enhance learning on the subject area a teacher is covering has a lot of benefits. As another tool of communication, Podcast can either be an interactive medium of learning depending on what extent the learner has to do with the podcast - from with er creating one a a part of their unit or using it as a resource to familiearise themselves on the subject matter (listening and or watching lessons).
Podcasting has its Strengths - in engaging a range of learners through using other senses such as auditory and in some cases the podcast is supported with visual content to assist with auditory sound.
In my KLAs - Visual Arts & Film, Television and New Media this tool will be a great meduilm for students to explore, learn and develop a unit of work. For example they can put together news articles or generated ideas that incorporate a range of audio content to support their ideas or article. Putting/recording their ideas as a news commentary than researching for podcasts from people related to that subject combine that and string it all together using a software program can be a very powerful tool.  It is also very mobile and accessable outsdie of the classroom
The Weaknesses of having all audio (and maybe visual) is the loss of written content, which is usually a validated reference of information gathering and evidence tracking. Technologies failing or not explored correctly can fail the project and unless always "backed up."  School policies and procedures may not support it.
The opportunities it presents is that it is assessible beyond the classroom, recordings could increase in the classroom for lessons. It could be used as a project for the students to record data and information, by gathering all the information and evaluating it supported with audio recordings - mix it up with multi-media and than presenting it as their knowledge and understang of what has been taught. Using it as another medium to support their understanding and learning and introducing them to a range of learning resources beyond the classroom.  This is also a great tool for distance learners to make their learning experience more meaningful, engaging and connecting. It becomes very flexible.
There are however threats to this mode of teaching as podcasts itself is published on the internet and if content is not explored first and taken into account any consequences of published files it could open the publisher up for scrutiny.  Therefore careful consideration must be taken over the content being published - whether it's personal experiences, facts or so forth, the content will need to be analysed, cosidering in which context it's being published in.


 

This link below can be used as an example of teaching my students how to use photoshop to create certain effects. They could use this as a link to access at home for practice as well.
http://www.pirateskool.com/Podcasts/learnphotoshop.xml

Creative photos using Picnik & Editing tools

Coming from a photography background, using photoshop techniques to create the effects that the Picnik website's creative photographic tool was able to do in less than 5 minutes was great.


This is the image - which is one of my own that I used to make special effects.

I enjoyed doing this and see its advantages when using this tool in teaching.  I would use this tool to incorporate or build on story telling - using the Polaroid in particular has a culture of capturing the moment whilst travelling/facts/history - therefore this could be used to study artefact's, plants animals - where the student could name the photograph - make a series of Polaroids for a specific group of study, whether it me animals, plants - biology, cultures, travel, history, building on facts and investigating it even further.
Using this creative tool can make a "boring" picture/image seem more appealing and interesting once you play with the settings.
Stories could be created, profiles, portfolios / evidence of work - but in a very creative, expressive, involved way that would seem to engage a student. Visual Literacy!

It is important to teach also:

• Digital image information, file extensions, sizes, pixels and more to understand full use and knowledge of context published in or uploaded online and or for print use.

• Using editing tools to create image for context to use in. For example, creating an image for advertising. Editing can enhance creative look, it can also be a false representation.

-         Analyse these editing tools and its role.

-         Such tools could ruin an images authenticity (“not a true representation’)

-         Teach about person’s perception on own image and media impact.  Classic example is airbrushing models faces and bodies. The local Rockhampton news lately has been about introducing photoshop in school pictures to rid scars or facial blemishes.

Informing students of this is important as the amount of pressure put on young people’s image for perfect skin and body is very high. 

Exploring Images - Flickr & Creative Commons

In flickr this will help you determin your use and copyright this is found through Creative Commons
Attribution means:
You let others copy, distribute, display, and perform your copyrighted work - and derivative works based upon it - but only if they give you credit.
Noncommercial means:
You let others copy, distribute, display, and perform your work - and derivative works based upon it - but for noncommercial purposes only.
No Derivative Works means:
You let others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.
Share Alike means:
You allow others to distribute derivative works only under a license identical to the license that governs your work.


http://www.flickr.com/photos/sydneywalker/2158145062/
This photo has an Attribution - compliments of photographer - of Sydney Walker


Images

Using images when designing teaching for learning can play an important role in one’s learning, for comprehension, engaging in thinking – knowledge, understanding, analysis and evaluation. Images can provoke more senses of the learner and involve a range of learners, especially those who are visual, as well as influencing feelings about a subject.

Going beyond my KLA, comprehension can be made when describing a subject matter, like a human body and how organs are placed and how they function and are used to describe or show different animals, plants, evidence and more, the options are endless.


Using images in my KLA
Creating an expressive artwork that uses images to convey messasges of social, cultural and political.
-  Analytical skills and thought provoking processes
-  Enhancing, refining and applying own learning to make it meaningful.  Students gaining understanding and knowledge of visual content in images as a medium to convey messages, the poster that they create would be purposeful.

There is a pitfall though, if you are not careful on concentrating on pedagogy or activating higher order thinking skills the image will just play aesthetics, “got your attention” role with no depth.

MobaPhoto

I downloaded the Mobaphoto

resized images for webuse. It was effecient and easy to use. I have used my own images in this case and understand that there will be copyright rules for other uses of images. There are webites that allow people to use their images - such as Pics4Learning.com or Flickr

Reflection on setting up website

S - Having control over content. Is more recognised in a public setting. Can upload assignments. Has a range of features and design layout for effective visual design/navigating tools.  Content could be viewed by other people researching on the Internet and help someone else in their research or information.

W - Other students and teachers will not be able to control content in student's website. It's in public eye and open to scrutiny. Hard to scaffold learning - pedagogy when just uploading assignments.  It doesn't promote collaborative thinking or analytical thinking compared to a blog or wiki. It is rather independent learning.

O - Linking to others searching the Internet - people who use the Internet is always searching for information about or on something.

T - Technology failing, integrating for learning process as a technology tool maybe hard to generate higher order thinking, evaluating. Websites is mainly content already obtained. Learners are still gathering or learning content.

This was the simple website I made:

http://shaz1elearning.weebly.com/

Reflection of a wiki in learning context

S - Collaborative learning space for students to work on projects together.  Wiki can be edited from all students so they can access the information and change it according to their findings or contributing to the project. For example duplication of work can be edited out.

W - Work can be edited by others without too much restrictions. Loss of control over input. It's open to vandalism of work.  May not be allowed in most schools access denied.

O - To set privacy and access restrictions on public input. To collaboratively work as a group in an on-line learning setting. Opportunities to communicate effectively and assess work, using it as evidence against assessments.

T - Technology failing, loss of work. Not trusting within learning groups can open a lot of risk to privacy etc. Constantly managing content relevance - time consumer possibly for teacher.

This video, however I found useful in understanding the strengths and uses of a wiki in its simplest form:
Sourced from EDED20491 week 3 readings Group 1 Technologies

This was the wiki I created:

http://shaz1elearning.wikispaces.com/

Potential of Blogs in my Teaching Context

S - Creates reflection of learning processes where students understand and reflect on learning processes and progress.  This will than get students to analyse, evaluate and basically operate in higher order thinking.

W - Limited or no access in schools. Privacy, policies and procedures could be breached. Have to have trust in students to blog appropriate content. In public view - have to monitor world contribution

O - To enhance learning beyond the classroom. To use as assessment tasks against curriculum. Track the progess of learning, involve & engage more students.

T - Technology failing, breaches of pricay & confiential information.

Assessment Task 1 - Conclusion

Conclusion

Through my experience of eLearning with the Profile, Learning Theories and the Mobile Phone wiki activities I was able to recognise fundamental elements that would shape designing for eLearning.

The core elements relate to the theories that support the learning processes.  Theses theories that mainly scaffolded the wiki activities and my learning were predominately Constructivism, Connectivism, Blooms Taxonomy of Learning, Technological Pedagogical and Content Knowledge Framework and Engagement Theory. 

These learning theories were demonstrated through the wiki’s, such as collaborative learning exercises where we as the learner could enhance our knowledge, develop, compare, analyse and investigate experiences connected with researched theories and perceptions amongst fellow learners in this program.  Analysing tools such as Plusses, Minuses, Interests (PMIs), DeBono’s Six thinking Hats and Strengths, Weaknesses, Opportunities and Threats (SWOT) assisted in the complex reasoning process.

The theory that is informed here is Constructivism, Connectivism, Blooms Taxonomy of Learning, Engagement Theory and Dimensions of Learning 3,4, and 5.  Constructivism as L.Vygotsky believes social interaction has a large influence on learning.  Connectivism, G.Siemens proposed connectivism is focused on connecting specialised information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connecting theories, perceptions and information sets.  Blooms Taxonmy of Learning encompasses ‘higher order thinking’, levels of knowing from simple to complex.  Learning Engagement Theory framework is based on meaningful learning with a constructive approach that includes Relate (team efforts, communication), Create (application of ideas) and Donate (making useful contribution), G Kearsley, and B Shneiderman. Dimensions of Learning 3, 4 & 5 incorporates, Extending & Refining Knowledge, Use Knowledge Meaningful and Habits of Mind, R Marzano and D Pickering.

Furthermore the wiki’s were scaffolded through Technological Pedogogical and Content Knowledge (TPACK), which framed the learning of content through ICT. The use of the wiki to learn content was a very helpful process as it encompasses all the above where the learning was meaningful and relevant.

These reflections has informed me as a learner to deign eLearning based on learning theory to help me understand how learners learn, especially 21^st Century learners.  I would consider the above frameworks and learning theories to support the content to make it a more meaningful learning experience.

References:

Felder, R. M, Solomon, B. A (n.d) Index of Learning Styles Questionnaire.  Retrieved March 1, 2011, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html

 
Prensky, M. (2005). Engage Me or Enrage me, what today’s learners demand, Educause.

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record 108 (6), p1017 - 1054

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.

Siemens, G (2005). Connectivism A learning Theory for the Digital Age Retrieved March 7, 2011, from http://www.elearnspace.org/Articles/connectivism.htm

Marzano, R.J, Pickering, D.J, Arredenno, D.E, Blackburn, G.L, Brandt, R.S, Moffett, C.A, Paynter, D.E, Pollock, J.E, Whisler, J.S. (1997). Dimensions of Learning: teacher’s manual, 2^nd edn, ASCD, Alexandria

Mergel, B. (1998). Instructional Design & Learning Theory Retrieved March 1, 2011, from C Q University eCourse, EDED20491 ICTs for Learning Design

Vygotsky, L. (1962). Social Development Theory Retrieved March 1, 2011, from http://tip.psychology.org/vygotsky.html

Kearsley, G, Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning Retrieved March 7, 2011, from

http://home.sprynet.com/~gkearsley/engage.htm

Blooms Taxonomy of Learning (2010).  Retrieved March 8, 2011, from

http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

Churches, A. (2010). Bloom’s Domains of Learning Retrieved March 7 2011

From http://edorigami.wikispaces.com/Bloom%27s+-+Introduction

Assessment Task 1 - Reflections on Profile Wiki; Learning Theory Wiki; Mobile Wiki

Reflection on Profile Wiki.

As I reflect on the profile wiki I realise that it was a base or foundation to the scaffold of my learning process and analysis in wiki’s to come. 

The profile wiki enabled me as a learner to connect with others, a community of learners that are doing predominately the course online.  Usually in many online courses learners could be or may feel somewhat isolated in their learning journey, but through the wiki activities that was not the case.

The experience of setting up a wiki profile for the first time and being able to see other profiles was a good experience as I could relate to a lot of people, either through their interests, thoughts on studying and so forth. It set up a learning support network through that connection. For example, those who had been out of study for such a long time to be than anxious about the work ahead was not an isolated feeling therefore synthesizing, relating and connecting became a part of the learning journey.

This than starts the platform to ‘Relate’ - Kearsky G, Shreiderman B - Learning Engagement Theory Framework (Version 4/5/99) that  “Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities:

1. occur in a group context (i.e., collaborative teams) = Relate
2. are project-based = Create
3. have an outside (authentic) focus = Donate”

To add to that connection to others through the wiki we participated in learning styles and multiple questionnaire by, R Felder and B Solomon - Felder and Solomon online questionnaire, and an online multiple intelligence test that was that contributed to the profile wiki question of, what type of learning styles one identifies with and saw a range of different styles. 

These activities informed me of what type learner I am and made me reflect on own experiences and how I would get to know my learners and teach using a range of approaches that will incorporate a range of styles.

Finding a partner through the wiki profile I found a bit difficult to match at first and a bit uncomfortable about doing so. Eventually there were some people that I connected with. It was a good experience in itself to realize that you all are on the same learning journey there is nothing to be fearful of. I also really wanted to experience this to grasp its learning that I could relate to future learners.

Reflection on learning theories:

I enjoyed the learning theories activity.  Given the limited timeframe to congest the theory and respond to the activity, it was scaffolded in a way that we could analyse the theories presented by looking at the wikis that other people responded and contributed to.

I chose constructivism because I really want to be working in this realm and I relate to it in my own learning experiences.  Participating in the Plusses, Minuses and Interest (PMI) was a good exercise to identify all areas of theory and take an analytical approach.

My findings in collaboration with another student were as posted in my blog: http://myictassignment.blogspot.com/2011/03/learning-theories.html

To at least grasp or take in all learning theories in such a short timeframe and really have a more ‘meaningful’ learning experience in this wiki was achievable through everyone’s input in the wiki. I could view the PMI’s of Behaviourism, Connectivism, 21^st Century Learners and more.  This was a constructive approach as I could relate the theory to real life situations through the examples and contributions that people wrote. It made the learning more meaningful and relevant to me, than as if I was to just read it and reflect my own interpretations it would have been very limited thinking.  This is indeed was what Constructivist, L.Vygotsky is informing us that so much can be achieved when there is social interaction than when someone tries to do it him or herself. He also stresses the fundamental role of social interaction in the development of cognition (Vygotsky, 1978, Wertch, 1985) as he believed strongly that community plays a central role in the process of “making meaning.”

This wiki has the Learning Engagement Theory all over it; it’s relative – a group context, it’s creative – focuses on efforts and application of ideas and it donates – contributes to a public forum for the use and view of others.

It also requires higher order thinking where analysing the value of ideas, theory, materials and methods and debating in essence (presenting arguments – PMI) and evaluating the learning.

This wiki helped me critique, investigate, compare, check and classify.  I critiqued the content by analyzing the theory and relating it to real life situations. I investigated its authenticity by relating it to experiences of practice, compared it to other postings to assess whether others interpreted what I did or offer other ways of thinking and checked it according to the learning theories that informed it.

Collaborating, connecting and formulating real life context to the theory it made me understand its process and how effective it is in retaining knowledge and relating it to own circumstances and experience to make it meaningful and real. That was my experience anyway, whether that has to do with my learning style or what, I always tend to look how relevant the information is to real life and its application. Therefore, not only was Blooms Taxonmy of Learning very evident, it also had connectivism and constructivism throughout.

Another learning theory activity that really informed me as a learner was Marc Prensky’s Digital Natives, Digital Immigrants. This really engaged me and I related to it on so many levels of being the “Digital Immigrant.” My thoughts are posted in my blog as well http://myictassignment.blogspot.com/2011/03/digital-immigrants-digital-natives.html. It was an insight to think about when designing eLearning and using ICT’s for 21^st Century learners.

Mobile Phones Wiki:

Through the mobile phone wiki using De Bono’s Six Thinking Hats ( Black Hat = Negative, Blue Hat = Process, Green Hat = Creative, Red Hat = Intuitive, Yellow Hat = Positive, White Hat = Objective) approach to the use of mobile phones in the classroom gave me a new insight to my own thinking and experiences. How my own experiences quite often influence my contribution, rather than coming from an analytical perspective or from what “thinking hat” am I thinking from?

It allowed me to draw out of all the different perceptions a more grounded understanding of the subject that would than influence my opinion and perception on a decision or argument. 

Using this type of approach in a wiki was so beneficial for my own learning and will be a great tool to use for my learners. Through collaborative thinking and perceptions it rules out narrow-minded thinking, it’s inclusive of all perceptions and becomes a very creative realm to base one’s argument. It develops learning and promotes thinking beyond own understandings and encourages research to base reflections on.

This activity encourages ‘higher order thinking’ as Blooms Taxonomy of Learning classifies and ‘extending and refining knowledge,’ ‘using knowledge meaningful,’ and ‘habits of mind,’ Dimension 3, 4 and 5 of Dimensions of Learning by Robert J. Marzano and Debra J Pickering.  It also has constructivism, connectivism and cognitive learning present as we the learners are constructing learning and ideas in an on-line social/collaborative setting, we are making connection with our perceptions to learning theory and we are reflecting on own thinking processes.

Learning Theories

TPACK Framework
Technological, Pedagogical and Content Knowledge - integrating technologies in the content of pedagogy.  Technology that assists in the learning content is more readily available for learners in the evolving of new technologies. Pedagogy - ways or art of teaching - teachers have to know their content and use technologies as a way to support their teaching framework. 


Learning Engagement Theory -

Kearsley, G & Shneiderman, B (1999) Engagement Theory: A framework for technology-based teaching and learning Retrieved March 7, 2011, from

http://home.sprynet.com/~gkearsley/engage.htm

States to have a meaningful learning experience that is consistent with a constructivist approach.

Basic Principles:

Engaging learners means activities involves active cognitive processes such as creating, problem solving, reasoning, decision making & evaluation.

Promotes - students instrinsically motivated. creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom - these 3 summarised by:

1. Relate - team efforts involve communication

2. Create - ppurposeful activity

3. Donate - Making a useful contribution

Bloom Taxonomy of learning:

http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

Cognitive:  Mental Skills (Knowledge)
Affective:  Growth in feeling or emotional areas (attitude)
Psycho motor: Mental or physical skills (Skills)
KSA = Knowledge, Skills, Attitudes 

Higher Order thinking up the top.

Creating = evaluation

Evaluating = synthesis

Analysing = analysis

Applying = application

Understanding = comprehension

Remembering = knowledge.

Taxonomy learning behaviours can be thought of as "the goals of learning process" after learning process student should have KSA.

To promote higher order thinking according to Churches, A (2010) Bloom’s Domains of Learning:

Before we can understand a concept we have to remember it. Before we can apply the concept we must understand it. Before we analyse it we must apply it. Before we can evaluate its impact we must analyse it. Before we can create we must have remembered, understood, applied, analysed and evaluated it

From the Constructivism reading:
Constructivsm is a very personal and individual based learning incorporating experiences with emphasises more on the social interaction that influences the learning process and development.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978; Wertsch, 1985), as he believed strongly that community plays a central role in the process of "making meaning." Vygotsky's Theory of Social Development www.simplypsychology.org/vygtsky.html

The quote from that reading - "What someone knows is grounded in perception of the physical and socail experiences which are comprehended by the mind."  Jonasson, 1991, cited in Mergel, 1998.
To me that is "do" (physically) and "test" (socially) than comprehension is made more real in someone's life.  How do we know something or learn unless we have tried it or are challenged by others in a social setting. From that and I guess in my own experience the way to test our learning, to grow and develop is when we are interacting with people (communicating) - discussing, training together. Learning will hold much more of a conviction if it's tried and tested - that is usually in amongst social settings.
PLUS: All the positives.

• Students are recognised and encouraged to be an individual, they're all unique and their ideas and contribution is valid
• Life experiences can help and relate to a learning experience
• Can take what they already know and develop in further giving the student a sense of purpose and involvement
• Students self evaluate, reflect and have more of a responsible role in their learning - giving ownership
• Group work and discussions happen which increases social skills, communication & teamwork
• Participation increases and is inclusive of all students
• Teachers encourage and lead to enable discovery by students
• Both teachers and students are involved in active and positive dialogue

Minus (The negatives)

• It may not suit or will make the students who like to work alone bring them totally out of their comfort zone
• Their own life experiences may not be very positive or come from a good learning foundation, what one student knowledge of treating others or communicating to others maybe include all the swearing and yelling that comes with it because that is what their world is at home - sometimes they don't know the difference because that's all they've been brought up with.
• Individual thinking and learning may get lost and students confused over too many ideas
• Even contribution to group work will not happen as others will sit back and take the ride
• In group work some students may dominate leaving others to conform to the majority point of view.
• A students prior knowledge may effect their ability to learn new ideas presented.
• Teachers may find it difficult to assess students learning results or outcomes. 

Interesting

• Responsibility is more on the students to become a more active participant in their learning process
• Gaining comprehension and drawing from students own knowledge and experiences is more tangible and real to their lives we can only add value to that.
• We as teachers need to keep in check that we do not rely on too much of their experiences but rather, increase and develop their learning further
• Teachers are valued for their knowledge and so can assist students to continually build on what they have already learned.

Engage or Enrage

Engaging learners is essential to the rest of a student's learning process and I love the reference in the article of Prensky's (2005) Engage or Enrage that "today's kids are not a ADD they're EoE." -  They want everything so quick and my colleagues and I call it the "quick fix" - in and out just to get it done!

Engaging - I have found if students do not understand something or see no relevance to what they are learning they do not see the point in it. Prensky definitely touches on the attitudes of both teachers and learners and it seems that the "students who tune us out," are more prevalent now as technology has rapidly changed. 
I work with the students who are disengaging or disengaged from mainstream schooling for a number of different reasons. The strategies I use to engage the students in the program I run would relate to what they already know, what they are interested in and what is relevant in their lives right now.  In saying this, Prensky's reference to using what already engages them (video games, you-tube, online social networking systems) is relevant and important - might as well engage them on what they are already engaging in, instead of inventing new strategies?

Also what I found interesting, that I have not really thought about was the many different activities young people are engaged in already through technology that helps them stay connected - social networking, gaming etc. Engaging in society more I would have considered activities like sports, dance, music club and so forth. I do still think they are important too because it is more people contact and physical - but I would never had thought to consider the prior as an "engaging" activity - "kid today hah!"

Digital Immigrants, Digital Natives

What a way to categorise learners of before and of now that Prensky, Marc (2001) has written about.  I can relate to this and it's a bit scary. I would say that I am a immigrant having to learn a new language, but we can all learn from each other as both natives and immigrants have something good to contribute to learning.
While I do agree as an "immigrant" getting into teaching that we have to move with the times and include/adopt new strategies to reach these learners who have been brought up with text messaging, instant messaging, computer technologies and so forth - the content the same the approach differently. But in also doing so we don't need to "sell ourselves" over to their "wants" and "needs."  Reality is, yes communication is vastly different but we also have to consider that we are setting them up for the "real world"  of work that is, and life.  Consider the working environment in which they are transitioning to.  It still requires a lot of people skills, a certain language and appropriate behaviour, what is acceptable and what is not.  For example, in most jobs, it is not acceptable to text all the time during work hours, be on facebook communicating uinless that is on their job description and there are a lot more examples.  So yes, I believe we do need to take a differnet approach to learning to reach and engage students - but there needs to be a balance and that is what "immigrant" teachers can also impart.  "Native" learners need to be able to grasp foundational learning and life skills so they can cope later in life where not everything is instant, where if you take technology away will they know how to survive and so forth.  Without going too deep - I believe there needs to be a balance and to meet half way - before anyone needs to move forward they've got to go back before they can move forward - they got to know the foundations and know where it all comes from.
In saying all of that and without getting carried away, I am excited about learning to teach in this new era, and excited to hopefully see a change in schools with ICT - to holpefully engage and include all learners.

Multiple Intelligences

I rated high in Kinaesthetic and Visual in the multiple intelligences test (Birmingham Grid for Learning). This is no surprise to me as I love my sport and being a "hands on" learner. Also visual, I see things visually - if someone explains something to me I see it visually in my head to comprehend it.
When I done the Mulitple Intelligences test a few times and both had varied results - but that was mainly with the Kinaesthetic and Visual - either way they were both high. I flutuated between linguistic and logical as well, however intrapersonal stayed slightly above the interpersonal.


Knowing this information, I would incorprate a range of actvities within my learning design by:  Incorporating short physical activities & changing environments; incorporate individual and group work; use a range of visual aids such as diagrams, mapping, charts, digital media & sound; include video and interatcive computer games to support learning.
Within this learning design I would encourage a lot of participation/involvement from the students to hold some responsability, make them a part of the lesson and work around their needs and or interests and bring it back to the lesson.
I am always trying to include a range of activities within my current situation of teaching 15-17 year olds who were disengaging at schools and have joined the program I run to assist them into employment, further training or reengaging back into schools.
ICTs will play a big part in their learning as it is more how this generation communicates and engages in. I am excited about designing the learning that incorporates more ICTs.  

This is my latest result of the test.

Learning Styles Activity

1.  What is your learning style? What sorts of learning experiences would suit you best with your learning style?
My learning style that was very strong was visual, slightly strong in active and middle of the road for sensing and intuitive and only one point in global.
The learning experience that best suits my learning is visual, supporting the information so that I can remember and see the connection or relationship of the subject and its purpose. I also like to see where I'm heading, an overall picture makes me understand the steps to get there.

2.  In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?
I would try and cater for all learning styles with different approaches such as breaking students up into small working goups, have a range of activities that has an element of their more preferred learning style.
For example but not limited to:
For Visual or Verbal I would include a lot visual aids, diagrams, multimedia covering all senses.  Combine this with talking through the work, having group discussions, questioning and explaining.
For active and reflective learners.  I will have activities that allow the active learners to participate and apply/test the learning to gain understanding. The reflective learners brainstorm or write/share their thoughts or problem solving approach for discussion.
For sensing & intuitive learners. I would combine lessons around evidence-based/facts & figures with the opportunity to explore and test/research theories/concepts.
For sequential & global Learners. I would provide lessons where students can see the whole picture, what the end result should look like and the step by step instructions of how to get there. Along the way reminding students how it all relates to the end result.

3.  With your current knowledge of ICT, how could your design and digital pedagogy support your learners better?
I would include a lot more interactive technologies. Technolgy is definatley a huge part of this generation. They are introduced to it at a young age and is becoming a more commonly known tool for communication. I ma not too familiar with the technology tools in the schools at the moment, however access to computers, and multimedia/interactive media I would include.

4.  What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone's preferences?

1. Are they comfortable about working in groups or individual work.
2. Would watching a dvd or something of youtube help their understanding and keep them engaged in the subject?
3. Does more visual aids, like photographs, posters, signs, mapping, diagrams, charts etc help them?
4. Would it help if they know what the overall picture looks like before the lesson and do they also need sequential tasks?
5. Would students prefer more hands on experience in their learning.
6. Would they engage in discussions on theories and or facts?

5.  How does ICT support differences in learning styles?
It offers a range of communication tools that can address so many different learning styles, especially moving away from the traditional classroom where there was hardly any technology. It can involve/include more participants and reach meany learners - it is a very inclusive tool for this generation.  It would help a lot of students who are excluded because of their learning difficulties.