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emma molkentin

Connectivism - 2 views

en.wikipedia.org/...Connectivism

edc3100

shared by emma molkentin on 18 Mar 14 - Cached
Joe Wright liked it
  • Connectivism is an hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact. The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn.
  • emma molkentin on 18 Mar 14
     
    A quick reference to the theory of connectivism
elaines59

Draft UoW for Assignment 2 - Backyard Discoveries | creeksippel - 5 views

creeksippel.wordpress.com/...ignment-2-backyard-discoveries

draftUoW Year 1 Science

shared by elaines59 on 17 Apr 15 - No Cached
  • elaines59 on 17 Apr 15
     
    Attached is information about by Unit of work for Assignment 2 - Year 1 Science
franerbacher

Technological PCK - 0 views

citeseerx.ist.psu.edu/...download

edc3100 technology PCK

shared by franerbacher on 03 Apr 14 - No Cached
  • Michelle Brown on 03 Apr 14
     
    Supports this weeks learning path TPACK.
  • franerbacher on 16 Apr 15
     
    Not related to my learning objective but an interesting read :)
alicefoddy

Religion Curriculum P-12 - 0 views

www.rec.bne.catholic.edu.au/...Religious-Education.aspx

religion curriculum EDC3100

shared by alicefoddy on 03 Mar 15 - No Cached
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of Old Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • Contextual information (literary form, historical and cultural context and human author’s intention) assists the reader to gain deeper awareness of New Testament texts. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
  • eligious Knowledge and Deep Understanding The writings and key messages of the founders of religious orders influence the way of life of religious communities (e.g. prayer life, apostolate, dress, spiritual practices, beliefs, symbols, daily life).
  • ...32 more annotations...
  • ligious Knowledge and Deep Understanding The Creeds of the apostolic and ancient Churches, including the Apostles Creed and Nicene Creed, expressed the Christian understanding of God. Through the Creeds, Christians are linked with the faith of believers throughout history.
  • Religious Knowledge and Deep Understanding The Catholic Church in Australia comprises a number of geographical dioceses and archdioceses. There are a variety of roles and responsibilities within the leadership structure of the Catholic Church in Australia (i.e. deacon, priest, bishop, archbishop, cardinal). The Church in Australia is a member of a larger communion of churches in the Oceania region. Within the Australian Catholic Church, as well as across Oceania, local and regional churches are influenced by their different cultures and histories.
  • Religious Knowledge and Deep Understanding The writings and key messages of significant reformers (c.650CE-c.1750CE), such as Catherine of Siena, Clare of Assisi and Thomas Aquinas, challenged the Church to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Concern for the good of the community is a basic principle of Christian morality. According to Church teaching, personal gifts are meant to be at the service of others and of the common good. The good of the community can be protected and promoted in a variety of ways.
  • Religious Knowledge and Deep Understanding Prayer in the Christian tradition, including formal prayers such as Sign of the Cross, Our Father and Hail Mary, nurtures the spiritual life of believers.
  • eligious Knowledge and Deep Understanding Meditative prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including silence and stillness, and praying with icons and images) for preparing the body and the mind for meditative prayer, and engaging in the ‘work of meditation’. Christian iconography expresses in images the same Gospel message that Scripture communicates by words. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Lectio Divina (Benedictine tradition) and Ignatian Meditation.
  • Religious Knowledge and Deep Understanding The beliefs, values and practices of early Church communities (c.6 BCE - c. 650 CE) were influenced by ancient Mediterranean societies such as Greece, Rome and Egypt. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the early Church as it came to understand its nature and role in the world.
  • ayer in the Christian tradition, including the ancient monastic prayer of The Liturgy of the Hours, nurtures the spiritual life of believers. The Liturgy of the Hours follows a prescribed pattern of Psalms, Scripture and intercessions, and is prayed at set times throughout the day. Believers pray on behalf of others and with others.
  • Religious Knowledge and Deep Understanding All Christians are united through their baptism (Galatians 3.27-29) in the name of Jesus Christ and receive the gift of the Holy Spirit (Acts 2:38). The term ‘ecumenism’ (from the Greek Oikoumene meaning ‘of the whole inhabited earth’) refers to the movement which seeks to bring about the unity of all Christians. All Christians are called to give witness to the ecumenical spirit through pray
  • eligious Knowledge and Deep Understanding In a time of great challenge and change (c.650 CE-c.1750CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political control, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.650CE-c.1750CE) as it was forced to question its nature and role in the world.
  • Religious Knowledge and Deep Understanding Grace is the gift of God that enables people to overcome sin; to love, believe and hope in God and grow in goodness. The Church names this work of grace ‘justification’. Virtues are attitudes and dispositions that guide people to ‘do good and avoid evil’. In Christian teaching, the cardinal (pivotal) virtues are prudence, justice, fortitude and temperance. Living a virtuous life - ‘doing good’ - requires knowledge and understanding, practice and perseverance.
  • sisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living Tradition to respond to emerging moral questions. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. A consistent theme in Catholic social teaching is that the good of people be the criterion in making moral judgments about social and economic structures.
  • isten and talk to God. Believers use a range of practices (including centred breathing and attending to posture) for preparing the body and the mind for meditative prayer and for engaging in the ‘work of meditation’. Praying with scripture is a form of meditative prayer in the Christian tradition. There are a variety of ways to pray with scripture, including Augustinian Prayer and Franciscan Contemplative prayer. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative prayer is the simple awareness of the presence of God. It is pray
  • eligious Knowledge and Deep Understanding Christians believe that the nature of God is revealed in the Old Testament. The divine name, “I Am Who Am”, is understood in the sense that God is the fullness of being, every perfection, without origin and without end. Christian tradition expresses the riches of the divine name in a variety of terms such as goodness, abounding i
  • r sources combined to form the Pentateuch. They are: the Priestly source (P), Deuteronomist (D), the Elohist (E), and the Jahwist (J). Key themes of the Pentateuch include: creation, sin, covenant, law and promise, worship, and Chosen Peopl
  • eligious Knowledge and Deep Understanding The inspired writings of various religious and lay leaders (e.g. Catherine McAuley, Nano Nagle, Edmund Rice, Don Bosco, Elizabeth Seton and Mary MacKillop) responded in new ways to the needs of the faithful, especially through education, works of charity, and health care (c.1750CE-c.1918CE).
  • In a time of great challenge and change (c.1750 CE - c.1918 CE), the Church had to respond to many internal and external threats to its physical existence, cultural influence, political influence, social structure, roles and relationships and economic power. Recurring broad patterns of historical change (namely Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c.1750 CE - c.1918 CE) as it was forced to question its nature and role in the world.
  • Respect for each person, as created in the image of God and as a reflection of God, is expressed through moral behaviour towards oneself and others. Two key principles of Catholic social teaching, namely respect for the dignity of the human person and human rights and responsibilities, provide guidelines for developing a healthy understanding of one’s personal identity and of human relationships.
  • Assisted by the Holy Spirit, the Church draws on the teaching of Jesus and its living tradition to respond to emerging moral questions about scientific and technological advances. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially promotion of peace, stewardship, and common good, provide guidelines for scientific and technological advancement.
  • personal journals, poetry, books, pastoral statements, conciliar documents), search for the mystery of God in the midst of world events and the course of human history (c.1918CE to the present), such as war and peace, genocide and reconciliation, globalisation and community, consumerism and sufficiency, relativism and morality, development and ecology.
  • hristians believe God’s unending love and mercy for humanity were revealed to the people of Israel and expressed fully through the person of Jesus.
  • he Eucharist draws on historical and scriptural foundations, including Last Supper (1 Corinthians 11:23-28) and sacrifice. The Eucharist recalls Jesus’ example of service and love (John 13:1-20), and those who share the Eucharist are sent out to carry on Jesus’ mission in the world. The Eucharist is a means of reconciliation and forgiveness of sins as expressed through prayers and actions in the Mass (e.g. penitential rite, eucharistic prayer and prayers before communion, sign of peace). Eucharist is the primary and indispensable source of nourishment for the spiritual life of believers.
  • In a time of great challenge and change (c.1918 CE to the present), the Church had to respond philosophically and theologically to unprecedented threats to both human ecology and environmental ecology from science, technology, materialism, consumerism and political ideologies. The Church’s philosophical and theological responses involved rethinking and reforming its cultural influence, political influence, social structure, roles and relationships, economic power and evangelising mission. Recurring broad patterns of historical change (namely: Construction: Searching for Unity, Order and Authenticity; Deconstruction: Challenges to Unity, Order and Authenticity; Reconstruction: Restoring unity, order and authenticity) are evident in the story of the Church in a time of challenge and change (c. 1918 CE to the present) as it was forced to question its nature and role in the world.
  • is obliged to follow their conscience which requires careful and lifelong formation. Conscience formation for Christians entails not only consideration of facts, but is guided by prayer and reflection on the Word of God, the life and teaching of Christ, the witness and advice of others, and the authoritative teaching of the Church.
  • bout economic structures and development. Catholic social teaching proposes principles for reflection, provides criteria for judgment and gives guidelines for action. The principles of Catholic social teaching, especially participation, economic justice, global solidarity and development, preferential option for the poor, stewardship, and subsidiarity, provide guidelines for just economic order and development. Christians believe that human work shares in God’s creative activity. Work enables each person to use
  • The Prayer of St Francis, The Canticle of Creation and The Magnificat. The Prayer of St Francis is a prayer for peace. In a world often troubled by war and violence, it calls us to be instruments of Christ’s peace and love. The Magnificat (Luke 1:46-55) is Mary’s song of hope in God’s salvation and justice for all. The Canticle of Creation is a prayer of praise for the creator God.
  • ive prayer uses silence and stillness to assist believers to listen and talk to God. Believers use a range of practices (including praying with the help of nature) for preparing the body and the mind for meditative prayer, and for engaging in the ‘work of meditation’. Lectio of Nature is a form of meditative prayer in the Christian tradition. All forms of vocal and meditative prayer are intended to lead believers to contemplation. Contemplative Prayer is the simple awareness of the presence of God. It is prayer without words or images. Centering Prayer provides a way of enriching and nurturing the spiritual life of believers.
  • emporary Christian spiritual writings reflect the signs of the times in the light of the Gospel, and use a variety of mediums and modes of communication to reveal the mystery of God and of life.
  • eligious Knowledge and Deep Understanding Christians believe that the mission of Jesus is continued in the world and in the Church through the activity of the Holy Spirit.
  • major Christian traditions, some rituals are prepared according to formal principles and rubrics. These rituals are referred to as liturgy. Liturgical adaptation is provided for in
  • istian moral teaching provides guidelines and limits regarding ethical and moral responses to global issues and challenges, such as justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and appreciation for others.
  • eligious Knowledge and Deep Understanding Prayer in the Christian tradition nurtures the spiritual life of believers. Vocal prayer, meditative prayer and contemplative prayer are ancient examples of thi
  • alicefoddy on 03 Mar 15
     
    Religions curriculum with ICT stuff identified. 
alicefoddy

Science Foundation to Year 10 Curriculum by rows - The Australian Curriculum v7.3 - 0 views

www.australiancurriculum.edu.au/...f-10

curriculum australian EDC3100 technology

shared by alicefoddy on 03 Mar 15 - No Cached
  • ommunicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS148) View additional details about Literacy
  • ord data (ACSIS166) View additional details about Literacy View additional details about Numeracy
  • Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and
  • ...1 more annotation...
  • Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS200)
  • alicefoddy on 03 Mar 15
     
    For assignment 1. 
djplaner

Conceptual Change - Emerging Perspectives on Learning, Teaching and Technology - 1 views

epltt.coe.uga.edu/index.php

conceptual conceptualchange schema

shared by djplaner on 22 Feb 16 - No Cached
  • Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework
  • However, outside of school, students develop strong (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works, principles of economics, the utility of mathematics, the reasons for the Civil Rights movement, the nature of the writing process, and the purpose of the electoral college
  • Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators
  • ...6 more annotations...
  • In the early 1980's, a group of science education researchers and science philosophers at Cornell University developed a theory of conceptual change (Posner, Strike, Hewson, & Gertzog, 1982)
  • Researchers have found that learners' preconceptions can be extremely resilient and resistant to change,
  • Affective, social, and contextual factors also contribute to conceptual change. All of these factors must be considered in teaching or designing learning environments that foster conceptual change (Duit, 1999).
  • Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
  • That is, learners must become dissatisfied with their current conceptions and accept an alternative notion as intelligible, plausible, and fruitfu
  • Nussbaum and Novick (1982): Reveal student preconceptions Discuss and evaluate preconceptions Create conceptual conflict with those preconceptions Encourage and guide conceptual restructuring
  • djplaner on 22 Feb 16
     
    Introduces the idea of conceptual change in the context of science. During week 1 of EDC3100 we will be looking at conceptual change as it applies to learning how to use an ICT.
djplaner

Algorithmic skin: health-tracking technologies, personal analytics and the biopedagogie... - 2 views

www.tandfonline.com/...13573322.2014.962494

hpe ehpe edc3100redesign

shared by djplaner on 16 Jun 15 - No Cached
  • djplaner on 16 Jun 15
     
    Journal paper talking about "digitized health and physical education". "The emergence of digitized health and physical education, or 'eHPE', embeds software algorithms in the organization of health and physical education pedagogies. Particularly with the emergence of wearable and mobile activity trackers, biosensors and personal analytics apps, algorithmic processes have an increasingly powerful part to play in how people learn about their own bodies and health. This article specifically considers the ways in which algorithms are converging with eHPE through the emergence of new health-tracking and biophysical data technologies designed for use in educational settings. The first half of the article provides a conceptual account of how algorithms 'do things' in the social world, and considers how algorithms are interwoven with practices of health tracking. In the second half, three key issues are articulated for further exploration: (1) health tracking as a 'biopedagogy' of bodily optimization based on data-led and algorithmically mediated understandings of the body; (2) health tracking as a form of pleasurable self-surveillance utilizing data analytics technologies to predict future bodily probabilities and (3) the ways that health-tracking produces a body encased in an 'algorithmic skin', connected to a wider 'networked cognitive system'. These developments and issues suggest the need for greater attention to how algorithmic systems are embedded in emerging eHPE technologies and pedagogies."
djplaner

The Australian Curriculum - Mobile Edition for iPhone, iPod touch and iPad on the iTune... - 2 views

itunes.apple.com/...id380266604

week2 australiancurriculum

shared by djplaner on 02 Mar 13 - No Cached
  • djplaner on 02 Mar 13
     
    iPhone/iPad app for the Australian Curriculum. Contrary to what it says on this page, the downloaded app is for version 4.1 of the curriculum
djplaner

A Visual Guide To Twitter For Beginners - Edudemic - 6 views

edudemic.com/...guide-to-twitter-for-beginners

edc3100redesign week1 twitter artifactExample

shared by djplaner on 01 Mar 13 - No Cached
  • djplaner on 01 Mar 13
     
    The "infographic" on this post is another example of a digital artifact that could be produced for assignment 1.
Kate Petty

Crickweb | Early Years - 4 views

www.crickweb.co.uk/Early-Years.html

EDC3100 resources FFF earlychildhood Primary

shared by Kate Petty on 15 Mar 13 - Cached
  • Kate Petty on 15 Mar 13
     
    Another good online resource.  This one is free and while it is British Based it covers most year levels; Early Years, Key Stage 1 (yr1-2), Key Stage 2 (yr3-6).  I have used a few of the early years resources and found the very useful.
  • Rebecca Lucas on 16 Mar 13
     
    Hi I accidently stumbled across Educreators (similiar to Edublogs on a goggle search late at night). It is amazing I even watched a lesson about fractions. It is resources like these which makes me determine to provide my students with fun and engaging lessons - just which this type of teaching was around when I was in primary school. http://www.educreations.com/browse/ Bec.
Kate Petty

Digital cameras in early childhood settings : Children's Services - 6 views

www.det.nsw.edu.au/...digital_cameras

digital cameras EDC3100 earlychildhood

shared by Kate Petty on 15 Mar 13 - No Cached
Debbie Vince liked it
  • Kate Petty on 15 Mar 13
     
    This Blog is about the use of digital cameras in early childhood settings.  It was a part of Week 2's work but I wanted to book mark it here because I thought it might be useful for assignment part 1.
  • Rebecca Lucas on 16 Mar 13
     
    Hi Kate I also found this site very informative and used this in my blog. I love photos and I strongly believe that digital cameras play an important role in early childhood settings and advocate the importantance of allowing children to explore their world through using digital camera. Working in 3-5 room I have seen many positive expereinces, including behaviour management, as children use digital camera. Sadly the new qualified teacher the centre has employed views camera for "teachers' only (not even assistants can use them) and only one photo per month per child and no viewing them on the television. Bec
djplaner

be you. | a quiet revolution - 5 views

redefineschool.com

assigment1 ictexamples

shared by djplaner on 13 Mar 13 - No Cached
  • djplaner on 13 Mar 13
     
    An example of a different approach for the assignment 1 artefact that came through my feeds today.  It's a Wordpress blog that has been used to create a "presentation through hypertext of an alternative vision for a school". Not only is this a good example of trying something different in a webs ite.  It is about re-thinking education influenced, in part, by some of the factors we're talking about in this course. FYI, the clickable image on the front page is implemented using what is called an "imagemap".  Google that term and you'll find some resources/tools that can help
jenni brown

Plagiarism « Sean Banville's Blog - 1 views

seanbanville.com/...plagiarism

#FFF

shared by jenni brown on 22 Mar 13 - No Cached
Shari Kath liked it
  • jenni brown on 22 Mar 13
     
    if not for us then for the students we are about to teach- the world of information just got a whole lot more complicated.....as if we didn't realise that after assignment 1
djplaner

A Guide to YouTube Removals | Electronic Frontier Foundation - 2 views

www.eff.org/...guide-to-youtube-removals

digitalcitizenship

shared by djplaner on 19 Mar 13 - No Cached
  • djplaner on 19 Mar 13
     
    Student getting a Google Video block on her assignment 1 video. Teachable moment?
Jennifer Walsh

http://researchrepository.murdoch.edu.au/12149/1/approaches_to_evaluating.pdf - 0 views

researchrepository.murdoch.edu.au/...approaches_to_evaluating.pdf

edc3100 assignment2 evaluating ict

shared by Jennifer Walsh on 29 Mar 13 - No Cached
  • Jennifer Walsh on 29 Mar 13
     
    evaluating the effectiveness of integrated ict learning
Michelle Thompson

QR codes | Alice Leung - 0 views

aliceleung.net/qr-codes

qr codes codes EDC3100 resources FFF education ictexamples technology sharing distributing creating exchangings storing aliceleung blog

shared by Michelle Thompson on 10 May 13 - No Cached
  • Michelle Thompson on 10 May 13
     
    The suggested resource that was provided in Wk 1 learning path in the Proof, promise and potential of ICTs and Pedagogy step. It is available at the top of the Google spread sheet.
Michelle Thompson

21 st Century Educational Technology and Learning | K12 educational transformation thro... - 2 views

21centuryedtech.wordpress.com

technology blog edtech learning century 21 edc3100 resources FFF digital citizenship digitalcitizenship sharing gathering exchanging

shared by Michelle Thompson on 24 Apr 13 - Cached
  • Michelle Thompson on 24 Apr 13
     
    Blog about 21st century teaching: Part 1 is on PBL, STEM, Common Core Series (April 23, 2013).
djplaner

Kick Start Activity 1: Setting Up Your Blog - Create blog and customize look | Edublogs... - 1 views

teacherchallenge.edublogs.org/...ctivity-1-setting-up-your-blog

edc3100redesign week1 blogging plns pln

shared by djplaner on 13 Feb 13 - No Cached
    • djplaner
      djplaner on 13 Feb 13
       
      The main reason for blogs in EDC3100 is to encourage reflection on what you learn during the course. But it is also hoped that it may become a part of your PLN and encourage you to continue the practice.
  • djplaner on 13 Feb 13
     
    An EduBlog Teacher Challenge - how to set up your blog
djplaner

Sage on the Stage or Guide or the Side: Finding the Middle Ground - 1 views

shayharvey.edublogs.org/...side-finding-the-middle-ground

lecture1 pedagogy

shared by djplaner on 20 Feb 13 - No Cached
  • White et al, argues that the belief systems of teachers form a barrier to new techniques and pedagogy. Moreover, they highlight research that indicates that the teaching style of individual teachers tends to reflect the “manner that they were taught during their own educational experiences (White et al, 2008, p. 41). As a result, White et al indicate that many teachers implement ideas based on their own experiences within a traditional, teacher-centred pedagogy.
    • djplaner
      djplaner on 20 Feb 13
       
      One of the reasons for the EDC3100 approach
    • djplaner
      djplaner on 20 Feb 13
       
      i.e. to give you an experience of something different.
  • where the teacher is still able to be a knowledgeable guide but also a co-creator of knowledge.
  • ...1 more annotation...
    • djplaner
      djplaner on 20 Feb 13
       
      Important point, I am learning as much from teaching this course as you are from taking it.  
  • djplaner on 20 Feb 13
     
    Blog post reflecting on the comparison between teacher as sage, guide and meddler. Some interesting things to say how we teach.  Will use in lecturer 1 2013 (I think). Also has some interesting references on the benefits of video.
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