Saturday, December 19, 2009
Technology, The gift, of glorified pain
As an afterthought to my synopsis, and after repeat attempts to access e.Portfolio link without any success I have considered that technology can sometimes do the opposite of what it is designed to do; that is, make our life easier. The link being down over the last 5 days has cause many problems. First and foremost, making the task of fully completing my assignment impossible. Secondly, the task of learning about Mahara difficult and thirdly leading myself to conduct the extra process of applying for an extension due to technical faults. Whilst I do applaud the use of technology and think that every new technology we use to better ourselves is a step in the right direction, I wanted to write this as a reminder to us all that on some occasions, technology will have problems for which we should be prepared. Whether this is through a Plan B for teaching or a backup piece of equipment we should not take these great resources as something that is definately on tap. With this in mind, I shall continue to work forward, or find an alternate way.
Thursday, December 17, 2009
Reflective Synopsis
Throughout this assignment I have investigated many different E-Learning tools and their pros and cons. Whilst some I feel may not be as useful as others, there is a possibility that throughout my teaching career.
From all the E-Learning tools that I explored through this assigment my favourite would have been VoiceThreads. For myself I can see so much potential for this method to really assist students and get them involved in the work being portrayed. I agree that we need to embrace the methods that make it easy for our students to learn. We cannot be greedy and expect the students to work in methods that in many ways are outdated so that we do not have to put ourselves out and change with the times. Today's technology is often dubbed as painful, or disengaging, annoying, a waste of time and money; yet in the hands of an adult or a "Technology Imigrant" it is amazing, powerful and a gift.
A classic example is the "back in my day we did all those calculations in our heads". Whilst I agree that students need to know the fundementals of these calculations, I disagree that they are in the wrong for taking advantage of the technology to make them.
Blogging during this assignment was a new experience for me as I had never written a blog before. This tool was interesting for me as it was like writing a public diary. However by the end I found it an excellent method of reflecting on things I had read, seen or done.
RSS feeds were also of interest to me as I use several forums and until now used to go and read the new topics everyday. Now that they are delivered to my mailbox I find it easy to save time and still catch up with my reading.
Creating a WIKI was also a new experience for me. This whilst was not my favourite educational tool was one that I now hold in high regard as being useful for the amount of work required to create them (not too much!). This tool would be good I feel in subjects where students may need access to information not readily available off or online that the teacher could upload and offer.
To communicate with other students on their blogs on this assignment was both interesting and insightful. Through reading other students' blogs I was able to reflect and build on my ideas, or gain new ideas completely which will further help me with my teaching future. The diversity of ideas and answers can often amaze. When you think that you have all the answers, all the solutions, someone else has an answer you never would have considered or thought of. This is a fine proof of E-Learning working effectively. If I have an idea, and three people borrrow that idea and post it, each of those three people have three people borrow the idea.. My one blog has affected 12 other people.
Another technology I was impressed with was Voicethread. This software I feel will, like the Interactive whiteboard hold plenty of relevance in the future for educators and students alike. It is so versatile and user friendly; but most of all, familiar for students and easy for educators to use.
Interactive Whiteboards I feel will be implimented into as many classrooms as possible over the next decade. For many schools I feel this assists them to step into the e-learning age without having to try and afford class sets of laptops and wireless infastructures.
At present I have not been able to access the E.Portfolio or Mahara sign-up/Login page (through moodle and I can't find an alternate one on the website) so I am hoping that they will be up again so I will be able to experience and experiment with these.
Overall, E-Learning may not always be the way of the future, the day may come where we are born programmed with all the knowledge we require; but in the meantime we must continue to learn and study like we have done for the past century. So for now, E-Learning is the future. We have a world of students, with a world of technologies that they all are seemedly naturally fluent with, all of which are easily learnt by Techonogical Immigrants and accessible by all with a computer and an internet connection. There is no use continuing the old way which have become outdated and irrelivant to today's learners, so why would we?
Dave.
From all the E-Learning tools that I explored through this assigment my favourite would have been VoiceThreads. For myself I can see so much potential for this method to really assist students and get them involved in the work being portrayed. I agree that we need to embrace the methods that make it easy for our students to learn. We cannot be greedy and expect the students to work in methods that in many ways are outdated so that we do not have to put ourselves out and change with the times. Today's technology is often dubbed as painful, or disengaging, annoying, a waste of time and money; yet in the hands of an adult or a "Technology Imigrant" it is amazing, powerful and a gift.
A classic example is the "back in my day we did all those calculations in our heads". Whilst I agree that students need to know the fundementals of these calculations, I disagree that they are in the wrong for taking advantage of the technology to make them.
Blogging during this assignment was a new experience for me as I had never written a blog before. This tool was interesting for me as it was like writing a public diary. However by the end I found it an excellent method of reflecting on things I had read, seen or done.
RSS feeds were also of interest to me as I use several forums and until now used to go and read the new topics everyday. Now that they are delivered to my mailbox I find it easy to save time and still catch up with my reading.
Creating a WIKI was also a new experience for me. This whilst was not my favourite educational tool was one that I now hold in high regard as being useful for the amount of work required to create them (not too much!). This tool would be good I feel in subjects where students may need access to information not readily available off or online that the teacher could upload and offer.
To communicate with other students on their blogs on this assignment was both interesting and insightful. Through reading other students' blogs I was able to reflect and build on my ideas, or gain new ideas completely which will further help me with my teaching future. The diversity of ideas and answers can often amaze. When you think that you have all the answers, all the solutions, someone else has an answer you never would have considered or thought of. This is a fine proof of E-Learning working effectively. If I have an idea, and three people borrrow that idea and post it, each of those three people have three people borrow the idea.. My one blog has affected 12 other people.
Another technology I was impressed with was Voicethread. This software I feel will, like the Interactive whiteboard hold plenty of relevance in the future for educators and students alike. It is so versatile and user friendly; but most of all, familiar for students and easy for educators to use.
Interactive Whiteboards I feel will be implimented into as many classrooms as possible over the next decade. For many schools I feel this assists them to step into the e-learning age without having to try and afford class sets of laptops and wireless infastructures.
At present I have not been able to access the E.Portfolio or Mahara sign-up/Login page (through moodle and I can't find an alternate one on the website) so I am hoping that they will be up again so I will be able to experience and experiment with these.
Overall, E-Learning may not always be the way of the future, the day may come where we are born programmed with all the knowledge we require; but in the meantime we must continue to learn and study like we have done for the past century. So for now, E-Learning is the future. We have a world of students, with a world of technologies that they all are seemedly naturally fluent with, all of which are easily learnt by Techonogical Immigrants and accessible by all with a computer and an internet connection. There is no use continuing the old way which have become outdated and irrelivant to today's learners, so why would we?
Dave.
SlideShare
This was an interesting task, recording the audio was tedious due to a quiet microphone on my laptop and converting the file (recorded in WMA) required more effort than I would have liked. I think that I liked the process of using a voicethread more, as I think you would still be able to do much the same and more with a Voicethread.
This couldbe useful for posting ppts used in a class to the web for students to revise, with verbal explanations of what each slide means, much like being retaught.
This couldbe useful for posting ppts used in a class to the web for students to revise, with verbal explanations of what each slide means, much like being retaught.
Balancing Equations
View more presentations from D. Andrews.
Wednesday, December 16, 2009
Voicethread
The voicethread I made contains pictures of work from the internet that students have done, which had slighlty or very abstract answers. I have added text, sound and webcam comments and attempted drawing on one of the pictures.
This technology would prove useful for class forums on a topic, the teacher would be able to upload a set of images or videos for students to discuss, view and swap ideas on.
Students could also use this for group assignments, to upload new information, discuss it and update it.
This tool could be very dynamic, unless some students do not have access to good broadband.
This technology would prove useful for class forums on a topic, the teacher would be able to upload a set of images or videos for students to discuss, view and swap ideas on.
Students could also use this for group assignments, to upload new information, discuss it and update it.
This tool could be very dynamic, unless some students do not have access to good broadband.
Using Music On The Web
This sort of website is particularly useful for music, drama and arts teachers.
However, although I am trained in maths and physics there is a possibility that I will teach english, or one of the arts.
This site would be good for motivational pieces for students to use in drama scenes, musical pieces, english poems etc.
Students would be able to access and choose music that suits their persona to use for their presentation, without the risk of copywrite infringement.
However, although I am trained in maths and physics there is a possibility that I will teach english, or one of the arts.
This site would be good for motivational pieces for students to use in drama scenes, musical pieces, english poems etc.
Students would be able to access and choose music that suits their persona to use for their presentation, without the risk of copywrite infringement.
Mediafire
An example of circumstances where I would use this technology would be to upload images/videos from a prac or an experiment for students to access.
I could also share documents, prac writeups and other literary files for students to download and use for study at home etc.
Wikipedia
Wikipedia is an interesting tool for students and educators alike. Whilst frowned upon in some institutions as a tool, it is considered to be overly accurate.
For students, wikipedia is a good resource to quickly refer to to find out or check on a particular piece of information.
In mathematics this could mean finding a explanation of how to do a solution slightly different (and perhaps slightly more understandable for the student) than what their teacher may have shown them. It can also be a better reference than a textbook or assist a parent in helping their child if they are unsure on the method themselves.
Further than that, it is possible for students to contribute to the information on wikipedia themselves.
Has anyone else actually posted on Wikipedia before?
For students, wikipedia is a good resource to quickly refer to to find out or check on a particular piece of information.
In mathematics this could mean finding a explanation of how to do a solution slightly different (and perhaps slightly more understandable for the student) than what their teacher may have shown them. It can also be a better reference than a textbook or assist a parent in helping their child if they are unsure on the method themselves.
Further than that, it is possible for students to contribute to the information on wikipedia themselves.
Has anyone else actually posted on Wikipedia before?
Webquests
The first webquest I opened was the Freedom Fighter or Terrorist webquest. This was a very interesting way of depicting information. Once again this is a resource that has many possibilities. One of the major advantages is the ability for students to access this outside of conventional class hours. The information could be rendered in such a way to appeal to many types of learners, particularly the visual and the introvert learners.
The use of webcasts would change the face of the classroom greatly. A classroom wouldn't necessarily become a quiet place, more likely a hub of busy discussion and chatter. The teacher would become a moderator, a person who assists when students become stuck or unsure. A person to answer questions and steer students in the right direction if they get lost. This approach would be a large turn away from chalk and talk but at the same time, hold similar attributes. The large difference is the medium the students are engaging in. The computer, the webcast is a medium that appeals to today's students, as opposed to the board and chalk of yesteryear.
A large implication I foresee for the webcast is time. It would take a large amount of initial time to create the webcast which may only cover a week or two's worth of curriculum. Many hours would be taken to complete the full webcast document. The second issue is availability of subject matter. For a plan to completely change over to webcasts would required a great amount of resources that could be accessed and manipulated quickly and easily. They would also need to be able to access the resources at times when the computer system might fail.
These implications don't make it impossible to suggest, nor should it make the idea obsolete, instead it just means there needs to be a contingency plan. Overall, the webcast would need to cover almost an entire set of subject matter to be a viable alternative.
The use of webcasts would change the face of the classroom greatly. A classroom wouldn't necessarily become a quiet place, more likely a hub of busy discussion and chatter. The teacher would become a moderator, a person who assists when students become stuck or unsure. A person to answer questions and steer students in the right direction if they get lost. This approach would be a large turn away from chalk and talk but at the same time, hold similar attributes. The large difference is the medium the students are engaging in. The computer, the webcast is a medium that appeals to today's students, as opposed to the board and chalk of yesteryear.
A large implication I foresee for the webcast is time. It would take a large amount of initial time to create the webcast which may only cover a week or two's worth of curriculum. Many hours would be taken to complete the full webcast document. The second issue is availability of subject matter. For a plan to completely change over to webcasts would required a great amount of resources that could be accessed and manipulated quickly and easily. They would also need to be able to access the resources at times when the computer system might fail.
These implications don't make it impossible to suggest, nor should it make the idea obsolete, instead it just means there needs to be a contingency plan. Overall, the webcast would need to cover almost an entire set of subject matter to be a viable alternative.
Google Earth
Tonight I have re-opened Google earth for the first time in a long time. I had never used the street view function on google earth before so this was a new experience for me. I was surprised at some of the photos and how good of a view it gave. This was interesting to get down and look at some locations I had never seen before such as a street in New York. For students this is an invaluable tool for experiencing areas around the world. Whilst I may not have as much use for it in mathematics, there could still be creative lessons such as when we are studying trigonometry where we could research things like the Roman and Egyptian structures that were based heavily on these theorems.
In physics we could also research areas of the world of geometric and physics significance. If I was to ever teach a junior social science class Google earth would be a gold mine of opportunities.
In physics we could also research areas of the world of geometric and physics significance. If I was to ever teach a junior social science class Google earth would be a gold mine of opportunities.
Podcasts
Podcasts offer a world of possibilities for teachers and students alike. Firstly and foremostly they tap into the technology that students love most. Mp3 players/ipods/phones. All of these devices are capable of playing podcasts and the majority of students would have access to one of these.
Podcasts could be used to revise information before exams. Video could be added so as students can watch an example of working (for mathematics and physics). These would be convenient for students as they could watch or listen to them anytime, on the way to or from work/school/home.
Listening could be on a new subject, revision or extra content. This extra content could be optional for students who wanted to extend their knowledge beyond the requirements of the subject.
Once again, this ties in with today's students being digitally native and taking advantage of the fact.
Another use for the podcasts could be for preintroduciton to the next lessons content. Preperation for the next class could be listening to a ten minute podcast provoking thoughts, interest and prompting questions to be asked for the next lesson.
These are far from all the uses for podcasts, however they are many of the purposes that I would use them for within my digital age classroom.
Reference:
Marc Prensky (2001), Unknown, Viewed 16th December 2009, http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Podcasts could be used to revise information before exams. Video could be added so as students can watch an example of working (for mathematics and physics). These would be convenient for students as they could watch or listen to them anytime, on the way to or from work/school/home.
Listening could be on a new subject, revision or extra content. This extra content could be optional for students who wanted to extend their knowledge beyond the requirements of the subject.
Once again, this ties in with today's students being digitally native and taking advantage of the fact.
Another use for the podcasts could be for preintroduciton to the next lessons content. Preperation for the next class could be listening to a ten minute podcast provoking thoughts, interest and prompting questions to be asked for the next lesson.
These are far from all the uses for podcasts, however they are many of the purposes that I would use them for within my digital age classroom.
Reference:
Marc Prensky (2001), Unknown, Viewed 16th December 2009, http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Youtube
The VIDEO I found on youtube ties in with Physics that I would teach in grade 11.
In a cartoonish fun way this video explains several laws of physics and gives demonstrations of their application. This could be a good introductory icebreaker for the lesson or used to reiterate content that has just been covered within the class. After the video has been played a class discussion could be entered to discuss the meaning of the content. Students would be able to write notes and bounce ideas off their peers, steering the lesson away from chalk and talk.
In a cartoonish fun way this video explains several laws of physics and gives demonstrations of their application. This could be a good introductory icebreaker for the lesson or used to reiterate content that has just been covered within the class. After the video has been played a class discussion could be entered to discuss the meaning of the content. Students would be able to write notes and bounce ideas off their peers, steering the lesson away from chalk and talk.
Online Quiz
Here is the URL for my online quiz, its short I know, but just testing the waters really
http://www.classmarker.com/embedded_quizzes/?quiz=0dc2e0fe8a8cd7bd45cd34836d8cc5b4
At present, I have been unable to upload it to my e.portfolio as I have not been able to access the page to sign up.
I asked several of my friends to attempt the quiz to test it out, and had a look at it myself.
This was a relatively simple task to complete, I could see this as being a useful tool for short testing for students, revision or even homework tasks.
I feel that the short answer part would not be as useful for mathematics, however in physics this would be acceptionally useful
http://www.classmarker.com/embedded_quizzes/?quiz=0dc2e0fe8a8cd7bd45cd34836d8cc5b4
At present, I have been unable to upload it to my e.portfolio as I have not been able to access the page to sign up.
I asked several of my friends to attempt the quiz to test it out, and had a look at it myself.
This was a relatively simple task to complete, I could see this as being a useful tool for short testing for students, revision or even homework tasks.
I feel that the short answer part would not be as useful for mathematics, however in physics this would be acceptionally useful
Picnik
I had a quick fiddle with this photo that was standard issue on the Picnik website, I cropped it, I also tried the resize, but decided to leave it as it is. I modified the exposure and the sharpness and this is what I came up with. It reminded me of what you see in movies just before the area is engulfed by a nuclear explosion. I realise this is a bit of a morbid photo when put in that context, at the same time I liked the way the effect worked so I thought I would post it anyway. This site was pretty simple to use and I feel it is something a student would have no trouble using either with a small amount of tutoring. This site could provide a good alternative for students/educators who need to upload images for projects and class tasks.
Flickr Blog
Here is my attempt to post someone elses photo onto my blog page.
This particular photo particularly appealed to me as I find architecture intreguing; oh and I get severe vertigo so I would never see this view except for in photos. This seemed to be quite a simple task, as I have experience with photo sharing on sites such as imageshack. Posting the photos was the easy part, connecting flickr to my blog was a little more fun but nothing too difficult.
This particular photo particularly appealed to me as I find architecture intreguing; oh and I get severe vertigo so I would never see this view except for in photos. This seemed to be quite a simple task, as I have experience with photo sharing on sites such as imageshack. Posting the photos was the easy part, connecting flickr to my blog was a little more fun but nothing too difficult.
Powerpoint Presentation
The tutorial was quite interesting for using powerpoint. This was perhaps not as much of an eye opener as many of the other experiences as I have had a fair about of experience with powerpoint.
Within this powerpoint I have used several different tools to asisst students of different learning capabilities. The first item I was able to impliment was a page that had a visual step by step outlay of how to do a maths problem. As each step appears a verbal prompt plays to talk through the step. This helps both the visial and listening learners to interpret the information. I also added at the end of the explanation and practice sequence time for students to have reflective chat with the student next to them. This was to assist any student that learns through conversation and teaching others.
One of the challenges I met was the time it takes to set out the information. I had similar issues on prac when preparing for the interactive whiteboard. The process was easy but time consuming (mostly due to only having access to the student version of the software which is limited). Again, powerpoint can be time consuming.
I have however achieved a PPT that I think will be useful to teach students and will hopefully engage them in the work I am trying to teach.
Within this powerpoint I have used several different tools to asisst students of different learning capabilities. The first item I was able to impliment was a page that had a visual step by step outlay of how to do a maths problem. As each step appears a verbal prompt plays to talk through the step. This helps both the visial and listening learners to interpret the information. I also added at the end of the explanation and practice sequence time for students to have reflective chat with the student next to them. This was to assist any student that learns through conversation and teaching others.
One of the challenges I met was the time it takes to set out the information. I had similar issues on prac when preparing for the interactive whiteboard. The process was easy but time consuming (mostly due to only having access to the student version of the software which is limited). Again, powerpoint can be time consuming.
I have however achieved a PPT that I think will be useful to teach students and will hopefully engage them in the work I am trying to teach.
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Here it goes, I have tried to embed it as the instructions have said, but my preview doesn't show anything so I shall wait, hope and see.
These avatars could be a fun way to explain steps on a mathematics wiki or blog. Put some short step by step talking tutorials with the avatars. More interesting than putting plain voice files on the page, and students would find this more interesting to watch than myself. Funny avatars could draw students interests in, especially if they are given quirky personalities.
Once again this links back to today's students being digital natives, there is almost an expectation that if its going to be interesting it needs to be electronic and quirky. Small humors can be added with zany characters. There is also a possibility to add these to pages such as myspace, in this instance a class page could be setup on myspace for students to use to learn. One again embedding these avatars would add humor and a quirk that would interest students.
Tuesday, December 15, 2009
Creation of WIKI, and the technology of WIKI
For all who want to view my WIKI this is the address http://s0052041.wikispaces.com/
I have written it about one of my favourite past times, motorcycling.
This was a completely new experience for me making a WIKI as I have never written one before.
From reading through some of the e.Learning documetation I find myself feeling I am on the verge of being both a digital immigrant and a digital native. Whilst I was not born into a world of mobile phones and facebook, I grew up in it. From the age of 7 the family had a mobile phone, and from the age of 12 I was able to access the world wide web. The first family computer came in the door at age 8 and I was very capable with DOS by age 10. For myself, I can sympathise with the Digital natives, I work better with music, learn better online and find myself most productive with Itunes open, facebook in the background and the little blue light of my modem flickering.
Which brings me to the use of the Wiki. This is an invalulable tool here, a site where the teacher could upload the work, where students could read and enrich their knowledge, whilst having the ability to add their own experiences and ideas. All moderated by the educator. This medium, can be used to portray the exact same information a textbook may lay out, but in a format that is warm and familiar to the students of today. With the majority of students able to access the internet either via a computer or via a mobile phone. This is a very realistic solution to communicating with today's students.
As seen within my WIKI, links can be made to websites such as youtube (teachertube, googlevideos etc). Which can enrich the learning experience even further.
Marc Prensky (2001), Unknown, Viewed 16th December 2009, http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
I have written it about one of my favourite past times, motorcycling.
This was a completely new experience for me making a WIKI as I have never written one before.
From reading through some of the e.Learning documetation I find myself feeling I am on the verge of being both a digital immigrant and a digital native. Whilst I was not born into a world of mobile phones and facebook, I grew up in it. From the age of 7 the family had a mobile phone, and from the age of 12 I was able to access the world wide web. The first family computer came in the door at age 8 and I was very capable with DOS by age 10. For myself, I can sympathise with the Digital natives, I work better with music, learn better online and find myself most productive with Itunes open, facebook in the background and the little blue light of my modem flickering.
Which brings me to the use of the Wiki. This is an invalulable tool here, a site where the teacher could upload the work, where students could read and enrich their knowledge, whilst having the ability to add their own experiences and ideas. All moderated by the educator. This medium, can be used to portray the exact same information a textbook may lay out, but in a format that is warm and familiar to the students of today. With the majority of students able to access the internet either via a computer or via a mobile phone. This is a very realistic solution to communicating with today's students.
As seen within my WIKI, links can be made to websites such as youtube (teachertube, googlevideos etc). Which can enrich the learning experience even further.
Marc Prensky (2001), Unknown, Viewed 16th December 2009, http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Creation of Blog, RSS Aggregator
It is done. I have now created my blog, and posted a few times, albeit not quite what I was meant to post.
Although blogging is not a new experience for me, setting up te RSS feeds is. I have always seen them on websites and wondered what they were. Now I know.
It is interesting too that I can link many of the feeds from my favourite websites, as I used to just go look them up all the time. I shall know in future.
This technology presents me with several ways in which I can work with my learners. The first of these being I can set up a blog site, where I could post information for assessment, or home tasks and even examples from class (maths) that students can both ask questions and comment on. This would provide a much faster way for students to access class information and tasks. I would have full communication abilities with students and the RSS feed could be setup in class so they have access and are kept up to date whenever they need.
Reference:
Scott Aldred, 2009, CQ University, Rockhampton, viewed 16th December 2009, http://moodle.cqu.edu.au/mod/resource/view.php?id=18307
Although blogging is not a new experience for me, setting up te RSS feeds is. I have always seen them on websites and wondered what they were. Now I know.
It is interesting too that I can link many of the feeds from my favourite websites, as I used to just go look them up all the time. I shall know in future.
This technology presents me with several ways in which I can work with my learners. The first of these being I can set up a blog site, where I could post information for assessment, or home tasks and even examples from class (maths) that students can both ask questions and comment on. This would provide a much faster way for students to access class information and tasks. I would have full communication abilities with students and the RSS feed could be setup in class so they have access and are kept up to date whenever they need.
Reference:
Scott Aldred, 2009, CQ University, Rockhampton, viewed 16th December 2009, http://moodle.cqu.edu.au/mod/resource/view.php?id=18307
Woopsie, I am silly, So here it starts
It seems I misinterpreted what I had to post on my blog. So here I am, now beginning to post the correct items to my blog.
Dave.
Dave.
Multiple Intelegence
Multiple Intelligences Scores
Kinesthetic 20
Linguistic 17
Logical 19
Intepersonal 17
Intrapersonal 20
Musical 20
Visual 18
Naturalistic 14
Emotional Intelligence
You scored 60% correct
This information could be used in several ways to inform my learning design. The first way would be to use these tests to assess students abilities. Emotional Intelligence (EQ) would give an insite to what makes the student "tick" emotionally. For example how they react to other students, or topics that are being discussed.
Also, to know and understand a students multiple intelligences would inform the teacher what students may or may not have trouble with (topic content).
The idea of multiple intelligences I feel is a good move away from the traditional IQ tests, as the IQ tests I feel don't give a wide enough scope of information on a students ability. i.e student 1 may have a high IQ and be an acceptional academic student but couldn't draw a stick figure to save themselves, whilst student two is a brilliant musician and artist, but can't count past three. Both are brilliant students, both may be rich people, neither are alike. Yet as Sir Ken Robinson suggested, we treat the academic student as gifted, and the other as LD, stupid, ADD or a no hoper. I feel I agree greatly with Ken, and although academic rigour is still very important, creativity is the lifeblood of our unknown future.
Kinesthetic 20
Linguistic 17
Logical 19
Intepersonal 17
Intrapersonal 20
Musical 20
Visual 18
Naturalistic 14
Emotional Intelligence
You scored 60% correct
This information could be used in several ways to inform my learning design. The first way would be to use these tests to assess students abilities. Emotional Intelligence (EQ) would give an insite to what makes the student "tick" emotionally. For example how they react to other students, or topics that are being discussed.
Also, to know and understand a students multiple intelligences would inform the teacher what students may or may not have trouble with (topic content).
The idea of multiple intelligences I feel is a good move away from the traditional IQ tests, as the IQ tests I feel don't give a wide enough scope of information on a students ability. i.e student 1 may have a high IQ and be an acceptional academic student but couldn't draw a stick figure to save themselves, whilst student two is a brilliant musician and artist, but can't count past three. Both are brilliant students, both may be rich people, neither are alike. Yet as Sir Ken Robinson suggested, we treat the academic student as gifted, and the other as LD, stupid, ADD or a no hoper. I feel I agree greatly with Ken, and although academic rigour is still very important, creativity is the lifeblood of our unknown future.
Personality
ENFJ
This is interesting for me, and ironic that it says that these people make good teachers.
It is interesting to consider how other learners may be effective. For example, an introvert may not work well in group work activities, and will find themselves lost. This is an issue as if there is too much group work set, this student will not benifit. However, on the flip side, if there is no group interaction an extrovert may find themself in a position of disadvantage.
The next Issue occurs with Intuitive and Sensing people. If everything done within a lesson or subject is done through facts, figures and diagrams, an intuitive person may find themselves having trouble accepting the facts. However if there is some time given for the intuitive student to "experience" the information, they may be able to accept and work with it internally.
This can be tied in with Thinking - Feeling.
If a student is mostly thinking, then everything needs a logical order. To allow this student to work a solution through "gut feeling" would not be benificial, and this sort of student most likely requires more direction.
The last category - Judging - Percieving
This is also an area that requires careful consideration. For a judging student timelines and deadlines, set tasks and clear objectives are important to estblish a set order for their plan of study. Whereas a percieving student may be more relaxed with the ability to complete the work as they please, acting on bursts and whims.
To understand these styles is important, this information would help render work more focused for different kinds of students. Whilst is not always reasonable to cater every task to perfectly match every student, making it most compatible for as many of students as possible is a good idea, and this knowledge makes that possible.
This is interesting for me, and ironic that it says that these people make good teachers.
It is interesting to consider how other learners may be effective. For example, an introvert may not work well in group work activities, and will find themselves lost. This is an issue as if there is too much group work set, this student will not benifit. However, on the flip side, if there is no group interaction an extrovert may find themself in a position of disadvantage.
The next Issue occurs with Intuitive and Sensing people. If everything done within a lesson or subject is done through facts, figures and diagrams, an intuitive person may find themselves having trouble accepting the facts. However if there is some time given for the intuitive student to "experience" the information, they may be able to accept and work with it internally.
This can be tied in with Thinking - Feeling.
If a student is mostly thinking, then everything needs a logical order. To allow this student to work a solution through "gut feeling" would not be benificial, and this sort of student most likely requires more direction.
The last category - Judging - Percieving
This is also an area that requires careful consideration. For a judging student timelines and deadlines, set tasks and clear objectives are important to estblish a set order for their plan of study. Whereas a percieving student may be more relaxed with the ability to complete the work as they please, acting on bursts and whims.
To understand these styles is important, this information would help render work more focused for different kinds of students. Whilst is not always reasonable to cater every task to perfectly match every student, making it most compatible for as many of students as possible is a good idea, and this knowledge makes that possible.
Learning Style
Results for: David Andrews
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
I am more reflective, Intuitive, Visual, Sequencial.
By considering that not all students will learn the same, or like myself. I would need to cater towards the wider range of students through teaching an item/practicing an item with more than one learning style. This could be as simple as talking through a maths problem while doing it on the board, or allowing students to teach each other in the class while talking through the work on the board. Group brainstorming has the ability to render information for all of the above. In this instance students will be able to talk to each other, while visualising workand discussing it at the same time.
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
I am more reflective, Intuitive, Visual, Sequencial.
By considering that not all students will learn the same, or like myself. I would need to cater towards the wider range of students through teaching an item/practicing an item with more than one learning style. This could be as simple as talking through a maths problem while doing it on the board, or allowing students to teach each other in the class while talking through the work on the board. Group brainstorming has the ability to render information for all of the above. In this instance students will be able to talk to each other, while visualising workand discussing it at the same time.
Active Learning
My list of experiences:
Physics pracs - 10
Physics Lectures - 2
Maths Lectures - 1
Enviro Science Field Trip - 6
Tutorials - 4
Exams- 1
Maths Assignment - 6
Embedded Prac - 10
Reading for Education Subjects - 2
Astronomy Observations - 10
Overall experiences :- 52/10
= 5.2
Many of my experience have been what you could call "old hat" teaching. This is especially prevolant in the maths and science areas of University I have found. All of my maths lectures are heavily chalk and talk based, and majority of the physics ones also follow this format.
I can imagine it is hard to integrate many technologies into some of these pure subjects, however I also find it interesting that within a university, the other faculties are unwilling to work with the information the education faculty has on the best methods of teaching.
Physics pracs - 10
Physics Lectures - 2
Maths Lectures - 1
Enviro Science Field Trip - 6
Tutorials - 4
Exams- 1
Maths Assignment - 6
Embedded Prac - 10
Reading for Education Subjects - 2
Astronomy Observations - 10
Overall experiences :- 52/10
= 5.2
Many of my experience have been what you could call "old hat" teaching. This is especially prevolant in the maths and science areas of University I have found. All of my maths lectures are heavily chalk and talk based, and majority of the physics ones also follow this format.
I can imagine it is hard to integrate many technologies into some of these pure subjects, however I also find it interesting that within a university, the other faculties are unwilling to work with the information the education faculty has on the best methods of teaching.
How We Engage Our Learners
Both the first video and the learning quiz make some interesting points towards how to better my learning experiences. I was intregued to see the points made about learning with technology such as mobile phones. It intregued me the most as many schools ban the use of mobile phones in the classroom. Perhaps by utilizing this tool more often as suggested in the video, we may even remove the allure of their use (in a way not allowed), as is often said, removing the restriction removes the interest (and the chance to rebel). But this asside, integrating this sort of technology sounds like a positive move to me.
As a maths teacher I feel I could integrate this in the gathering of statistics, much in a similar form to what was suggested.
Use of items such as PODCASTS may also be an option. I myself have a subscription to the astronomy podcast. Podcasts such as these I could integrate into my other subject area Physics. These could be used as a chance for students to have some quiet listening time if they finish work early, or use them as a resource for doing homework.
Another resource I feel is useful is the ability to place content on youtube. The ability to place live worked examples on this website will prove to be an invaluable resource, as students can access how to's at any time of day or night (for homework for example).
Care however has to be taken, that if students are required to use a particular technology, that they have the ability to access it from home or their place of study, otherwise they may be put at a disadvantage.
The learning with technology test was also interesting to see. The answers seem so obvious when they are right in front of you, however this tool allowed reflection and for me to see that I have plenty of room for improvement.
As a maths teacher I feel I could integrate this in the gathering of statistics, much in a similar form to what was suggested.
Use of items such as PODCASTS may also be an option. I myself have a subscription to the astronomy podcast. Podcasts such as these I could integrate into my other subject area Physics. These could be used as a chance for students to have some quiet listening time if they finish work early, or use them as a resource for doing homework.
Another resource I feel is useful is the ability to place content on youtube. The ability to place live worked examples on this website will prove to be an invaluable resource, as students can access how to's at any time of day or night (for homework for example).
Care however has to be taken, that if students are required to use a particular technology, that they have the ability to access it from home or their place of study, otherwise they may be put at a disadvantage.
The learning with technology test was also interesting to see. The answers seem so obvious when they are right in front of you, however this tool allowed reflection and for me to see that I have plenty of room for improvement.
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