Week 4 Reflection

Wow, another week has flown by! The time is slipping away so quickly, but I am enjoying this course just as much as I did the very first day! This week has been another busy one for me and for everybody else I am sure. I found this week's digital tools great, but I will admit I was a little intimidated using a podcast for the first time. Have a read of my blog and let me know what you think.

Digital Technologies 2

This week's digital tools were multimedia. They consisted of images, podcasting, digital audio and digital video. The learning materials provided to us on Moodle this week were enormously helpful in helping me get my head around it all and making sense of what was what. In a digital world we know longer think of reading and writing as textbooks and notes. Reading can involve anything from viewing, listening or responding and writing can involve anything from talking, listening, designing or producing. A great article that we were provided with, Pedagogic Potentials of Multimodal Literacy gave me a great insight as to how to incorporate multimedia into the classroom. Students need to be able to combine traditional literacy practices with the manipulation of different modes of image, graphic, sound and movement. We know that multimedia in the classroom is more engaging for students than working with a textbook and writing notes, but it also helps achieve higher order thinking. Did you know?


• Retention is improved through words and pictures.
• Students learn better when corresponding words and pictures are presented near each other.
• Extraneous words, pictures and sounds should be excluded rather than included.  

More examples of why it is important to use multimedia can be found by following this link. From this knowledge we were then able to look at how this relates to our three digital tools. I have created a table with a list of the activities I have completed that were a requirement of this week as well as optional. You can view it below:

 

Using images in the classroom is a quick and easy way to help achieve higher order thinking. There are so many tools on the web that can assist you with uploading, animating, manipulating and resizing your own photos. It is important to note that before uploading images to the web you need to gain permission from the people within the photo. Children should not identified and the photos that are uploaded should be placed in a secure environment. There are many uses for images in learning and according to JISC Media these can range from:

• Illustrating concepts and showing examples of what you're talking about.
• To inspire the discussion of a topic.
• Encourage team work and foster collaboration.
• Enhance visual communication skills.
• As a prompt to get students to research all aspects of a topic.

Some of the suggestions that were outlined by JISC Media sound like they would be of a massive benefit in a secondary classroom. One that I would particularly like to adapt is being able to document an assignment. This means that instead of taking notes, students can use photographs as their source of feedback. When using cameras in the classroom, there are a number of things I need to consider as a teacher. This was covered in our week 4 tutorial and included:

• Checking the school camera before class (battery is fully charged, memory card is empty).
• Never use my own personal camera.
• Keep safe, legal and ethical (always delete images from the camera before returning them to storage, take images from angles that are difficult to identify the student, always receive permission from students and parents and always be aware of 'selfies')

Being aware of 'selfies' is a particularly important thing for me to note, especially because I will be teaching secondary. As long as I am always conscious of what I am doing and ensuring that things will not be misinterpreted by somebody (students, parents, teachers and community alike), I should be safe from any legal and ethical dilemmas.

This week I downloaded a program called MobaPhoto that resizes your images through a quick and simple process. Although it does not change the physical appearance of the photo it reduces the amount of information it carries. This will create fewer download delays for the viewer to the site. As well as this, most websites have limited storage, so by resizing an image you will be using far less space. I have downloaded and resized a photo (which can be seen below), using the above mentioned program. The photo was courtesy of examiner.com. On the left hand side you can see the original, its size is 10.5KB. The photo on the right has been resized at 6.67KB.












    



Being able to manipulate images to suit the context you are teaching in is a great advancement. It is a relatively new concept, however, there are already a number of free websites that allow you to recreate images. I used a website called Befunky and I have sourced the photo from a website called Flickr. The best thing about the Flickr site is that all you have to do is create an account and then you can store or upload your own photos, or look at other peoples photos. The site has a setting where you can enable a 'creative commons- licensed content' search and this ensures that you are not using photos that have copyright or that you shouldn't be using. I have inserted my edited photo to the right. As you can see I have created a frame, added some small clip art in the corners and have adjusted the background. If it were a photo of a person, I would also have the option to fix red eyes, tone their skin and even add blusher!
In a classroom environment this tool could prove to be handy. Although I don't believe it would be used as much in a secondary school setting, it could still be used for assignments to highlight key parts of an image, or to make it 'their own'.

In simple terms, a podcast is a sound file. A fantastic resource that we were provided with this week is a wiki page called Podcasting in Education. It was a fantastic source for information and helped me to understand the purpose behind such a tool. A podcast can be integrated into schools in numerous ways. The website that was provided to us in Moodle had some great examples of how we could use them in a classroom. After looking through the list I have identified what I believe would be most appropriate for my classroom and I have shared them below:

• Students can publish their work.
• I can distribute assignments.
• Peer teaching.
• Create an archive of classes (so if students are away they can access what they have missed). 

In order to effectively record audio, there are a number of things that must first be considered. To start with, there can be no background noise as this will limit the clarity of the speech (this was pretty challenging for me being in a building with 1st year students!). Although most laptops have built in microphones and they do work well, it may also be a good idea to buy a device that can record your audio more clearly. As well as this, it is a good idea to have a program that can record the audio for you. I have downloaded Audacity onto my computer. It was simple enough to use and easy enough to navigate and I have inserted a print screen below of when I was creating my own audio. From this, I added the audio to two interactive tools; Blabberize and Voki (I have inserted these below my audacity print screen picture). I believe that when creating podcasts, Blabberize was a better tool to use because you can insert your own image and adjust it to your own teaching context, whereas Voki provides you with templates and doesn't allow a lot of creativity.
You could also add podcasts in the classroom by inserting them into PowerPoints or Moviemaker.

 

Learning about podcasts this week was great for me. I guarantee that I will be using podcasts in my classroom. As I will be teaching Business, Secondary, this will come in very useful for me and my students. I am most likely going to introduce it to them as part of the curriculum. This means that I am not going in blind and I have an understanding of the importance of such tools.

Creating a digital video was the final tool that we were introduced to this week. In order to create my video I had to download Windows MovieMaker. This program allows users to insert still images, photographs, video snippets, titles, credits, music and voice overs to create their own movies. I will admit, I found inserting audio into my own movie incredibly hard. After hours of fiddling around with my computer I realised it wasn't working because I had to change the file format from an MP4 to a WMV. Although this was a mishap I experienced, I believe that it is still a great tool to assist with student learning. There are so many ways students can create their own videos, for example:

• Using digital video cameras.
• Still photographs.
• Audio overlay.
• Inclusion of an external video. 

As a teacher, I could use Windows MovieMaker in the classroom to present a lesson, provide instructions on specific tasks or give assignment hints to the students. Students could use this tool for their own assignments, as it would show competency in ICT. Being able to effectively use this tool would should that students are:

• Using higher order thinking.
• Are communicating in the classroom.
• Can present data in a logical, concise and clear format.
• Are organised and can work as part of a team.
• Are improving their literacy skills.
• Moviemaking skill development.

I have created a short video on why online teaching is important. I have inserted questions on Crayola backgrounds, snippets of a YouTube video and audio (school bell). You can see the appropriate referencing for the visuals and audio at the end of my blog.

Out of all the tools I have been introduced to this week, I believe I will use podcasting/ digital audio the most in my classroom as I believe it will be the most affective for teenagers.

Tutorial Information

This week's tutorial was very informative. After running through some assignment feedback we got straight into looking at this week's tools as well as reflecting on last week's tools.
We looked at what a title page on a Weebly site should have and then we shared our ideas on Padlet. I have inserted a screen shot below of what our group came up with.

We also looked at different ways we could use this week's digital tools. By far the most important thing I took out of the lesson was my understanding that these tools need to ensure that the primary focus is still on the desired learning outcome. Although it may be fun to play around with such tools, we cannot use them just because we feel like it. I also noted that it is important to plan for differentiated learning. This means I have to prepare for all different types of learners at different learning stages.
This week we were also introduced to green screening images and how they can be effective in the classroom. Although English is not my discipline area for Secondary teaching, we were provided with a Term 1, English C2C Unit. This allowed us to investigate what kind of things we would have to provide our students with so they can show their understanding of ICT, as well as display higher order thinking.

I hope everybody else has had a fantastic week! I look forward to reading more blogs in the coming days.

Hannah

References:

Presenter Media [animation]. (2009). Retrieved from http://www.presentermedia.com/index.php?id=120&target=category&start=20&maincat=animsp#listing_of_items

Fasso, W. (2013). Learning Material. Retrieved from CQUniversity FAHE11001 Moodle page, http://moodle.cqu.edu.au/mod/page/view.php?id=145984

Hirche, C [animation]. Retrieved from http://www.fodey.com/generators/newspaper/snippet.asp  

Mayerc. (2007). Podcasting in Education. Retrieved July 23, 2013, from http://podcasting-in-education.wikispaces.com/

Walsh, M. Pedagogic Potential of Multimodal literacy. (n.d.). Retrieved from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDEQFjAA&url=http%3A%2F%2Fwww.acu.edu.au%2F__data%2Fassets%2Fpdf_file%2F0007%2F195676%2FChapter_3_Multimodal_Literacy_M_Walsh.pdf&ei=7cLxUbTOBOuuiQfcmoGYAQ&usg=AFQjCNGLyBL5dqq1U8OPc8M_YJc_NAHgDA&sig2=ev3qvOeR-U0tdKZ5K_UkXw&bvm=bv.49784469,d.aGc.

Stansbury, M. (2008). Analysis: How multimedia can improve learning, July 23. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/

JISC Media. (n.d.). Practical Ways to Use Digital Images in Teaching and Learning, July 23. Retrieved from http://www.jiscdigitalmedia.ac.uk/guide/practical-ways-to-use-digital-images-in-teaching-and-learning/.

COFA Online. (2010, Oct 25). Why is online teaching important? [Video file]. Retrieved from https://www.youtube.com/watch?v=EDULQMR6wJs.

SoundEffectsFactory. (2012, Apr 1). School Bell [Video file]. Retrieved from https://www.youtube.com/watch?v=41G_7B73AgE

Week 3 Reflection

This week has been full of exciting and new things for me! I will be honest and say I was deathly terrified when I read the learning materials this week and it said we had to create a website. Fortunately it was easier than I had first anticipated and I would like to think this week has been a success! If you would like to comment on my blog with some feedback I will do the same for you. I hope everyone else has had a great week full of rich E-Learning!

Web 2.0 Tools and Online Spaces

Week 3 of Managing E-Learning focused on Web 2.0 tools and online spaces in the classroom. There were three tools that we had to investigate and they consisted of Blogs, Wiki's and Websites. My reflection is on the creation of these tools and how I could use them in a classroom.
So what is the difference between Web 1.0 and Web 2.0? Trust me, I asked myself the exact same question. In simple terms, Web 1.0 is a 'read only' web. This means that the content (text, videos, images, multimedia etc.) that is added is solely from the webmaster. Web 2.0, however, is commonly referred to as the 'read-write' web. This means that individuals and groups can publish, share, network, upload or download user-generated content.
It is important to distinguish the difference between these three tools to ensure an understanding of why each one is used. These differences are outlined in the table below.



Source: Fodey.com

A blog is a website where individuals or groups can create ideas, opinions and present facts on a regular basis. They can be great tools to assist students with their learning. Education Queensland provides a set of these tools in secure environments through 'The Learning Place' to assist with this. I have provided a PMI chart (which can be viewed below) about blogging in schools.


Creating a blog is a simple process and if constructed effectively, it will aid in student learning. It is important to ensure that when designing a blog the layout is appropriate and easy to follow. Having a blog that is legible will not only make it easier for the person constructing the ideas and content, but for the other students who are trying to navigate around the page. 
Being able to embed and link in blogs is what makes this tool so effective. Instead of just having written content, blogs can have links to additional sites with further information, they can have pictures to support student's ideas, videos, multimedia and a number of other interactive tools such as Voki or GoAnimate. The list seems endless! 
The interaction capacity of blogs is also quite high. Students and teachers alike can view sites and then comment on what they feel is appropriate. Unlike a Wiki, however, a blog does not give you the power to edit and change ideas that have already been provided. This means that interaction can only take place through commenting.
As a learner, I have found blogging extremely effective and interesting. Majority of the students I will teach will be digital natives like myself, so I believe using a tool such as this will be highly effective in the classroom and will allow for higher order thinking. Blogs can be used to support learning in a number of ways and these may include:

• PMI charts
• De Bono's 6 Thinking Hats
• collaborative authoring
• Ranking tool
• SWOT analysis
• Y- Chart
• KWL strategy   

A wiki was a tool that was introduced to me in week two of this term, however, I never had the opportunity to properly investigate it until earlier this week. When I first saw the layout in the technical manual for setting up a wiki, I was worried that it would be challenging. Through the clear and detailed instructions I managed to set up my own wiki that I am quite happy with. You can view it through this link. I believe that if I can easily navigate and set up a site such as this, my students will be able to as well. Unlike a blog, a wiki ensures collaborative learning through the use of editing, modifying, adding and removing information that has already been presented on the page. It has a number of features used to customize the site to suit what the learner wants. For example, the default colour was red and black but I wanted to ensure a consistent colour theme throughout my pages, so I chose my own colours. I have developed a SWOT analysis to help identify what I believe are the strengths, weaknesses, opportunities and threats to using a tool such as this. It can be viewed below:

The beauty of an online space is the freedom to create and add whatever content you believe is appropriate. Some of these things may include:

• Links (to other wiki pages or websites).
• Images.
• Tables.
• Posters.
• Maps.
• Slideshows.
• Documents.
• Spreadsheets.
• Calendars.
• YouTube videos (or your own videos).

In terms of pedagogy, I believe that having a wiki in the classroom would be a great tool to assist with student learning. As you can see in the opportunities section of the SWOT analysis, I have outlined various ways I could use a wiki in the classroom. The ones that stood out for me the most and I would be more likely to incorporate into my own classroom are:

• Peer editing- students can upload there drafts and ideas and get other students to review them.
• Group projects- I would use this as a source to store collated group data, information and research so that all notes are easily accessible by all students.
• Noticeboard- here I would put a calendar with all important information such as assessment dates and monitoring dates and a list of classroom policies and rules created by students via a wiki.
• Glossary- Students could access this page if they were unsure of definitions.

A great site that offers many more options is 50 Ways to Use Wikis for a more Collaborative and Interactive Classroom.

The final online space that we were introduced to this week was a website. As I said before, I was deathly terrified of creating one. I am very happy to say though, that I did manage to create one and I had such a positive experience that I will definitely be using websites in the future. The company I set it up through, Weebly, was perfect for beginners, as it helped me through the publishing process, step by step. You can view my very own website through this link. Websites have many great uses, especially in a learning environment. If someone were to ask me what you would find on an classroom website, the first thing I would say would be information and details. If I were to use a website in my classroom, that would be its main purpose. As I am teaching secondary, I would have a website for each different class that I teach. I would be sure to include assessment details, due dates, current classroom events, school events, a blog or a calendar etc.
The beauty of Weebly, is that it tracks all of the websites I have published so I will never lose them and they will all be in one convenient spot. I have inserted a screen shot of this below.

I also love that Weebly has made sure that the websites we create are compatible with mobile phones. If I am teaching in an environment full of teenagers this will come as a massive benefit for me, as they can access school details through their phones.
There are many uses for websites in the classroom and it is not limited to providing details to students. Students can use them to express their own creativity. For example, an assignment could entail creating their own website where they could display all of their knowledge and embed material, as well as show competence in ICT.

All three ICT tools provided to us this week show that it is possible to create a fun and interactive classroom. Although each tool has distinct differences and uses, they all share one common feature. That is: they can engage students and provide higher order thinking.

Tuesday Tutorial

Transcript: This week in our tutorial we looked at three ICT tools we can incorporate into our own blogs. Experimenting with these tools was a lot of fun and now we will be able to not only apply them in our own blogs, but in our own classroom as well.

This week we looked at Voki, Wordle and Fodey as tools that we could implement into our weekly blogs. As I had already used Voki in my weekly blogs, I focused most of my attention on Fodey.com. It creates a number of things from newspaper clippings (as you can see on the right), to talking tomatoes, and text written by ninja's. It was great that we were able to be exposed to tools such as these because I will be able to use them when  I am out teaching by myself.  

 

 

 I can't wait to see what is in store for us next week! I look forward to reading more week 3 blogs!

Hannah

References:

Presenter Media [animation]. (2009). Retrieved from http://www.presentermedia.com/index.php?id=120&target=category&start=20&maincat=animsp#listing_of_items

Fasso, W. (2013). Learning Material. Retrieved from CQUniversity FAHE11001 Moodle page, http://moodle.cqu.edu.au/mod/page/view.php?id=145980

Hirche, C [animation]. Retrieved from http://www.fodey.com/generators/newspaper/snippet.asp  

Feinberg, J. (unknown). Wordle. Retrieved from http://www.wordle.net/

Smart Teaching.org. (2008). 50 Ways to use Wikis for a more Collaborative and Interactive Classroom. Retrieved from http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/

 

Week 2 Reflection

This week has been yet another incredibly busy week for me and now that it is almost over I think we should take a look at what was covered. I have to say, I am learning so much more than I ever thought was possible in such a short amount of time, but I am absolutely loving it!

DeBono's Hats- Mobile phone Wiki

 

Source: Gorseland.net

This week, as part of our engagement activities we were asked to participate in a Wiki on mobile phones. With the assistance of DeBono's hats we shared our ideas and opinions and responded to the question: "what do you think about mobile phones in the classroom?”
After partaking in this activity I was thinking to myself, what better way to share my experiences then to reflect on it using Debono's hats again? As you can see in the mind map below I have presented my thoughts on the Wiki activity.



The activity allowed me to think in more complex ways as I had to evaluate and discuss my ideas from a number of different viewpoints. This was definitely a benefit for me as it created higher order thinking. As well as this, when I was reading the individual responses I learnt a number of things that I wouldn't have thought of myself. To view my responses (they are written in blue text) Follow this link

There were however a number of drawbacks that I noted with this activity. Firstly, there were quite a large number of students that had to participate in this Wiki activity so by the time it got to the end of the week, the idea's boxes got quite full and most of my ideas had already been taken. Although there were still a number of things I could talk about, it didn't allow me to discuss all of my ideas. As well as this, because there was such a large number of students, there were double ups in responses. This could suggest that we weren't working as a unit and reading each others ideas, rather we were just putting our own ideas down.

The forum that has been used is an excellent example of both social constructivism and connectivism. As this network is founded upon social interaction, students in my own classroom would be able to move beyond what they already know with the help and support of others. It is also reflective of connectivism as they are learning with computers and the internet.

In a classroom environment I believe that using Wiki would be an excellent way to encourage students to work together and engage in a number of activities. It would allow me as a teacher to collect ideas so I could further develop and enhance their learning and understanding. By collaborating both Wiki and Debono's hats a work environment for students would be created that would both challenge their thinking and reward their hard work. The Debono's hat scaffold supported the collection of a range of perspectives not only from each individual but as group. Once a range of ideas had been added it could be elaborated on more or added to by various individuals.

This Wiki activity has helped me look at mobile phones in the classroom from a number of different perspectives. It was great to not only hear my opinion about the issue, but what others thought as well. I have gained a new set of skills from this engagement activity and this will allow me to bring yet another interactive tool into the classroom.

General Reflection on week 2

Transcript: This week in our learning materials we covered a number of things from digital pedagogies to the TPACK framework, Blooms Taxonomy and working legally, safely and ethically online. It was a lot of information but will prove to be very useful when we enter the working environment.


So what is pedagogy? Simply, pedagogy is the art of teaching. Productive pedagogy strategies include:

· Allowing collaborative learning.

· Knowing how students as individuals learn best.
· Create higher order thinking among students.

· Ensure relevance with learning (real-life context).

· Is both socially supportive and engaging.

 

In order to achieve a number of these things, digital pedagogy has been introduced (i.e. that is achieving learning outcomes through the assistance of ICT). It is important to note that now, this is a professional requirement of all teachers. The poster provided on the left is one that gets sent out to Education Queensland teachers to help show the importance of digital pedagogies. This poster was provided to us in our week 2 tutorial.
 
Based on the ideas and frameworks presented to us in the readings, I have developed my own pedagogical approach. I want the way I teach to be authentic and support higher order thinking which means I will have to adopt real world contexts into my learning materials. I want it to be interesting for the students and in order to achieve this I want it to be collaborative, interactive and hands on. Through the use of different ICT tools I believe this is possible.


After we understood the basis of pedagogies we were then introduced to the TPACK framework. TPACK stands for Technological Pedagogical Content Knowledge. TPACK ensures students have the best opportunities to learn. This is achieved through the use of appropriate and accurate ICT tools in the classroom and being able to effectively teach subject matter to a class. All of this will take place when the teacher understands content knowledge such as the facts and procedures. You can't simply have one without the other, it is about finding a balance and that is what TPACK aims to achieve.
I found a great little YouTube video that helped me understand the concept of TPACK better. You can view it below.


One of the most critical things I have taken out of this video, is that the learning experience of students can potentially be comprised if the teacher has limited pedagogical knowledge as well as limited technological knowledge.

We were then introduced to Blooms Taxonomy. Blooms Taxonomy (created in 1956), was developed to help achieve higher order thinking. Although the revised version is different (as you can see in the figure below thanks to nwlink.com), they still share the same common goal. That is: not to disregard lower level thinking, but to build from that.

 

Each category can be explained further and you can view this through the Blooms Taxonomy link

Finally, we were introduced to the concept of working legally, safely and ethically online. I found this particularly important as it gave me a great insight into the policies within Education Queensland.
Child safety is by far the most important thing to consider when working online. Children face all kinds of risks from being exposed to material that is pornographic, sexually explicit, offensive, hateful, violent or encourages activities that may be dangerous/ illegal. There are a number of websites already set up that provide information which ensures child safety. Such websites include NetSafe Kids, which provides information and resources on how to protect young people on the internet. As well as this there are privacy issues when using the internet (i.e. providing personal information may result in spam, viruses or unwanted material). It is important to note however, that the number of reported incidents on cyber safety issues in Queensland have almost halved from 2011 to 2012.

Have a great weekend and I look forward to reading more blogs in week 3!

Hannah

 

 

References:

Presenter Media [animation]. (2009). Retrieved from http://www.presentermedia.com/index.php?id=120&target=category&start=20&maincat=animsp#listing_of_items

 

Fasso, W. (2013). Learning Material. Retrieved from CQUniversity FAHE11001 Moodle page, http://moodle.cqu.edu.au/mod/page/view.php?id=145976

NetSafe Kids. (2003). Protecting Children from Pornography and Sexual Predators on the Internet. Retrieved from: http://www.nap.edu/netsafekids/

Big Dog and Little Dog's Performance Juxtaposition. (1999). Blooms Taxonomy of Learning Domains. Retrieved from: http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

Claire Kilbane. (2012, Jan5). TPACK explained by Claire Kilbane [Video file].Retrieved from: https://www.youtube.com/watch?v=qZysRechYY4

Week 1 Reflection

Well where do I start? This week has been quite a busy week for me and I have spent a number of hours sitting behind a computer screen trying to figure everything out. The tutorial in Rockhampton on Tuesday was the very first class I have taken in this program and I have to say it did not disappoint! Coming into this course with no prior experience on Learning Management I am going to be as open minded as I can.

So, with week 1 done and dusted I think it is time reflect on what I have learnt.
We all learn differently and have all come into this course with prior knowledge and experience as well as various attitudes values and beliefs. This not only applies to a University classroom. We, as the next generation of teachers need to understand that what works for one learner may not work for another because of past experiences. In order to achieve this, we have been introduced to VAK and Felder and Solomon's inventory. 





Figure 1: Different Learning Styles



To help gain a better understanding of how I learn, I took the Learning Styles Inventory test as well as a Multiple Intelligence test. The results have been displayed below.

Figure 2: Learning Styles Inventory

Figure 2: Learning Styles Inventory shows that my areas of learning are reflective, sensing, visual and sequential. The first three results show that I rely heavily on those areas of learning which means that when I am teacher I am unlikely to teach in a way that is reflective, intuitive and verbal. This will definitely be a negative aspect to the way I teach, however, I am more likely to teach in a way that is both sequential as well as global instead of being one-dimensional. I can work on being not as single sided in the way I learn, that way I can adapt various techniques to the way I teach.

Figure 3:Multiple Intelligence Test

Figure 3: Multiple Intelligence Test shows that I am an intrapersonal learner. This is followed by kinaesthetic, naturalistic, linguistic, visual, logical, musical and finally interpersonal. The way in which I teach will be affected by this.

 

By far the most valuable thing I have learnt this week was about creativity and 21st Century learners. The YouTube clip that was provided was very good to listen to and it opened my eyes about the importance of making the most out of this course. Growing up in a classroom that had very limited interactive technology, (especially in my earlier education years), made me have the attitude that 'if I learnt without fancy tools, they can as well'. Since listening to this video and reading the article 'Engage me or Enrage me', I have learnt why applying e-learning to a classroom setting is so valuable. I have learnt that we can no longer rely on the pen and paper style of learning and if we are educating teenagers we must engage them through interactive technologies because they have grown up surrounded by that world and that style of learning.



Learning theories was the final piece of information that was covered this week. Although it is believed that there are 3 learning theories, a fourth was added. These theories have been provided in the table below.



Figure 4: Learning Theories

 


Thanks for reading my week 1 reflection! Feel free to comment and help me along!
Have a great week 2.
Hannah

References: Presenter Media [animation]. (2009). Retrieved from http://www.presentermedia.com/index.php?id=120&target=category&start=20&maincat=animsp#listing_of_items

Fasso, W. (2013). Know your learner and A Brief Overview of Learning Theory. Retrieved from CQUniversity FAHE11001 Moodle page, http://moodle.cqu.edu.au/mod/page/view.php?id=145972