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djplaner

NPR Pulled a Brilliant April Fools' Prank On People Who Don't Read - 0 views

gawker.com/prank-on-people-who-1557745710

prank postman

shared by djplaner on 05 Apr 14 - No Cached
  • djplaner on 05 Apr 14
     
    April Fool's prank that resonates with EDC3100 on two fronts. First, the importance of reading the whole thing (e.g. learning path). Second, the limitations of indulging in your immediate response to an issue around change. The idea it was always better in the past, that the present is flawed in someway
djplaner

What Baby George and Handstands Have Taught Me About Learning - YouTube - 0 views

www.youtube.com/watch

learning

shared by djplaner on 25 Aug 15 - No Cached
  • djplaner on 25 Aug 15
     
    Presents some principles about learning (yours or your students) with illustrations of a baby learning to walk down stairs
djplaner

How to run effective group work - 1 views

pedagoginthemachine.wordpress.com/...ow-to-run-effective-group-work

groupwork

shared by djplaner on 11 Mar 15 - No Cached
  • djplaner on 11 Mar 15
     
    A presentation (with lots of good resources) about how to run effective group work in a classroom setting. Links to the literature and other good resources. Not directly ICT related, but still an important part of pedagogy.
Joe Wright

600 Free eBooks for Teachers and Students - 4 views

www.educatorstechnology.com/...e-ebooks-for-teachers-and.html

ebooks resources

shared by Joe Wright on 30 Apr 14 - No Cached
  • Joe Wright on 30 Apr 14
     
    During the presentation on iPads we discussed the use of eBooks. Plenty here to explore.
philipamck

Using Technology in the Early Childhood Classroom - 7 views

teacher.scholastic.com/...using_technology.htm

technology early childhood brain development education early EDC3100 childhood

shared by philipamck on 13 Mar 15 - Cached
  • Modern technologies are very powerful
  • rely on
  • human brain has a tremendous
  • ...26 more annotations...
  • the preference for visually presented information.
  • bias for visually presented information.
  • The developing child requires the right combination of these experiences at the right times during development in order to develop optimally.
  • The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
  • Children are natural "manipulators" of the world
  • With television, they watch and do not control anything
  • cameras and tape recorders and video cameras in the classroom
  • children think differently than adults
  • Children need real-life experiences with real people to truly benefit from available technologies.
  • Children have to have an integrated and well-balanced set of experiences to help them grow into capable adults that can handle social-emotional interactions as well as develop their intellectual abilities.
  • What's important is when experience is provided and how it's mixed in with other crucial experiences.
  • Parents and teachers must act as facilitators in children's learning.
  • parents and teachers can take advantage of the interactive qualities of a computer to enhance the experiences available to children.
  • our task is to balance appropriate skill-development with technologies with the core principles and experiences necessary to raise healthy children
  • he key to making technologies healthy is to make sure that we use them to enhance or even expand our social interactions and our view of the world as opposed to using them to isolate and create an artificial world
  • as with all other tools, adults must protect children from misuse or inappropriate access.
  • struggle with
  • ontrolling access to content that may not be developmentally appropriate.
  • ccess to information that is developmentally appropriate is something that we need to be very concerned about
  • may think that buildings are blowing up all over the place and many planes crashed — rather than understanding that these multiple stories are actually from single events
  • word processor and they can hand in papers that are clean and neat and they can see how to spell words correctly
  • put them on a
  • simplest level,
  • ine motor
  • arge motor problem
  • heir handwriting is very immature and very slow and looks sloppy
  • philipamck on 13 Mar 15
     
    Using technology in the early years
djplaner

"Slowmation" by Kathryn Paige, Brendan Bentley et al. - 2 views

ro.ecu.edu.au/1

week2 why

shared by djplaner on 25 Feb 16 - No Cached
nruthie liked it
  • djplaner on 25 Feb 16
     
    Journal paper that talks about a particular use of ICT in learning. May be referenced a bit in the week 2 learning path to touch on "why" ICT is used with pedagogy. *Abstract* Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.
djplaner

Trump University's Online Materials Are a Lot Better Than Your University's Online Mate... - 0 views

hapgood.us/...r-universitys-online-materials

design pedagogicalFrameworks

shared by djplaner on 10 Mar 16 - No Cached
  • Here’s a list of what you need, from some of Schank’s early 1990s work: Learning goals – target skills or understandings the student will grapple with Mission – objective the student will pursue Cover story – a fictional background story that provides a motivational context for the activity Role – the character a student will play in the simulation Scenario operations – the activities the student will perform to achieve mission, presented in optimal sequence. Resources – the reference materials the student will use to solve the problems presented Feedback – provided by experts (usually through video) but in just-in-time segments, usually telling stories about related experiences
  • djplaner on 10 Mar 16
     
    Blog post describing the "pedagogical framework" behind the type of online courses taught at Trump University. Links to the work of Roger Schank.
Allison Austin

Todayis Present - Primary Hsitory � Interactive Schooling - 1 views

www.skwirk.com.au/...Todayis_Present.html

year1 resources history present past technology sharing

shared by Allison Austin on 06 Apr 16 - No Cached
  • Allison Austin on 06 Apr 16
     
    Terminology of history, resource to use in my unit plan
djplaner

The "Immeasurable" Part 2 - 1 views

willrichardson.com/...the-immeasurable-part-2

assessment 21stcenturyskills learning education

shared by djplaner on 08 Aug 12 - No Cached
  • djplaner on 08 Aug 12
     
    A blog post that presents a graph giving one representation of where certain skills and knowledge sit along two axes - "difficulty to assess" and "learning in a networked world". The argument is that most assessment in formal education focuses on content knowledge and basic skills.  Rather than on more important but more difficult to assess knowledge and skills. It might not be 100% correct, but it's good food for thought. What are you teaching and assessing in your teaching?  What am I doing?
Rachel Frohloff

Follow or Find - 0 views

usqstudydesk.usq.edu.au/...view.php

FFF EDC3100

shared by Rachel Frohloff on 02 Mar 13 - No Cached
  • Rachel Frohloff on 02 Mar 13
     
    I found the text 'Five Things We Need to Know About Technological Change' by Neil Postman very fascinating. I encourage everyone to read this article as it presents interesting ideas involving technology.
Holly Hawkings

Assessment: Assignment 1 - 29 views

usqstudydesk.usq.edu.au/...view.php

shared by Holly Hawkings on 03 Mar 13 - No Cached
  • Average length of blog posts at least 100 words.
    • djplaner
      djplaner on 03 Mar 13
       
      Average length = total length of all your blog posts for the 3 weeks / by the number of blog posts e.g. if you made 9 blog posts with a total word length of 1800 words. Then your average word length is     Avge = 1800 / 9     Avge = 200 200 is greater than 100, so this criteria is met.
    • djplaner
      djplaner on 03 Mar 13
       
      There is no maximum word limit for your posts.  The length stated here is the minimum expected. Feel free to reflect and share as much as you like via your blog.
  • 60% or more of the blog posts contain links to online resources
    • djplaner
      djplaner on 03 Mar 13
       
      If you've made 12 posts for weeks 1, 2 and 3.  Then 60% of 12 is            12 * .6 = 7.2 This means at least 7 of the 12 posts you made would be expected to include links to online resources. NOTE: we'll always round down (i.e. if 60% == 7.2, we'll round that down to 7, not up to 8 posts)
  • More than two posts contain links to posts from other EDC3100 students.
    • djplaner
      djplaner on 03 Mar 13
       
      Let's assume you've posted 10 posts for weeks 1, 2 and 3. At least 2 of those posts should contain a link to a post of another EDC3100 student blog. The assumption is that you will also use that link as a basis for commenting on the other student's ideas.
    • Nicole Hargreaves
      Nicole Hargreaves on 04 Mar 13
       
      So I did post on my blog last week and linked to some resources but didn't link to any other students. That is fine as long as I make it up in week 2 and 3, right?
    • djplaner
      djplaner on 04 Mar 13
       
      Yes.
  • ...13 more annotations...
  • Spelling, grammar and vocabulary of a satisfactory standard with few errors.
    • djplaner
      djplaner on 04 Mar 13
       
      If your artefact doesn't use any text, then spelling probably won't be an issue. But the pronunciation, grammar etc may be.
  • he artefact is either too large or too small.
    • djplaner
      djplaner on 04 Mar 13
       
      Maximum size is defined above. The minimum might be as short as 2 minutes, but you still have to provide sufficient information to meet the requirements of the Argument criterion below.
  • All resources appropriately attributed.
    • djplaner
      djplaner on 04 Mar 13
       
      If you are using someone else's videos, audio etc. you must make sure that you are legally allowed to use the resource and you must attribute it appropriately.
  • All three components are present and effectively integrated and aligned
    • djplaner
      djplaner on 04 Mar 13
       
      Your artefact should include - context, reasons and examples (see above for more detail) - there is no constraint on structure or location, but these should be readily recognisable.
  • There is significant misalignment between the three components.
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. your teaching context is a Year 1 class, but an example you use is from Year 5.
  • The reasons are supported through effective use of models, theories and literature (both academic and professional).
    • djplaner
      djplaner on 04 Mar 13
       
      Professional literature includes the Australian Curriculum (and similar). You can draw on any literature that is relevant.
  • Examples of ICT integration are used to illustrate the reasons, but with some limitations
    • djplaner
      djplaner on 04 Mar 13
       
      e.g. the example only illustrates one aspect of a reason, or it isn't entirely clear what support the example provides for the reason.
  • 30-60% of the blog posts contain links to online resources.
    • djplaner
      djplaner on 05 Mar 13
       
      The links also have to be within the blog posts and not in your blog roll. The automated system only sees your blog posts, not your blog roll. As a rule of them, the reader of your post has to be able to access/use the resource from your post. i.e. a reference isn't enough.  It has to be a link that they can click on. The standard expectation is that the content of your blog post will contain links to other resources. This following blog post  http://davidtjones.wordpress.com/2013/03/04/how-are-they-going/
  • Exceptional standard
    • djplaner
      djplaner on 05 Mar 13
       
      An exceptional artefact will be an online resource that has been implemented without any errors, makes effective - even innovative - use of the online environment to capture the attention of the viewer/reader and show them a logically structured, well supported and illustrated set of reasons for using ICTs in **your** teaching. Emphasis on **your** teaching, not mine, not some textbooks, but yours.
  • At least 2 blog posts each week.
    • djplaner
      djplaner on 07 Mar 13
       
      If you got off to a slow start (i.e. didn't post much to your blog in week 1 of semester), don't worry.  As long as you start posting regularly by the end of week 2 (or so) and reach an appropriate total (e.g. 3 weeks by 3 posts = 9 posts). Then you will get the appropriate mark. As semester progresses, however, there will be an expectation that posts will come more regularly. Also, if you write 9 posts 5 minutes before the end of week 3, some questions may be asked.
  • Use contextually appropriate example(s) to illustrate those reasons.
    • djplaner
      djplaner on 07 Mar 13
       
      This thread on the discussion forum provides some more explanation of where/how you might find examples of ICT use that are linked to your context.
    • djplaner
      djplaner on 09 Mar 13
       
      You should not be creating these examples. The examples should be existing examples you have found during this course or in previous courses. The examples should be as close to the context you are talking about and they should illustrate how the reasons you've provided can be fulfilled.
  • Clearly describe your teaching context.
    • djplaner
      djplaner on 09 Mar 13
       
      If you don't know what your context is going to be. Make it up. Try to make it as realistic as possible, as close as possible to your likely Professional Experience placement for this course as possible. You may want to use a prior Professional Experience context, that's fine.
    • Holly Hawkings
      Holly Hawkings on 11 Mar 13
       
      Hi, I was just wondering where we find this or when it will become available? Thanks, Holly 
  • Kellie Quirk on 10 Mar 13
     
    Thnaks for clarifying David. Is it expected that we end up with some comments on our own blogs? I have posted the link to my blog in the forum but havent had any comments yet :(
Michelle Thompson

Goo.gl - another url shortening tool - 0 views

goo.gl/xAFbZ

EDC3100 resources FFF digital citizenship sharing distributing referencing

shared by Michelle Thompson on 22 Mar 13 - No Cached
  • Michelle Thompson on 22 Mar 13
     
    Goo.gl is like Tiny URL and shortens your url so that it fits and is more presentable in environments such as Twitter and Prezi.
Emma Smolenaers

Ideas to Inspire - Ways to Get to Know Your New Class - 3 views

www.ideastoinspire.co.uk/...gettoknowyournewclass.htm

ideas professionalexperience edc3100

shared by Emma Smolenaers on 25 Feb 13 - No Cached
Jamie Robins liked it
  • Emma Smolenaers on 25 Feb 13
     
    Has some great ideas to get to know a new class - might be useful for going out on placement.
Jennifer Walsh

Your Smarticles: Zooburst - 0 views

yoursmarticles.blogspot.co.uk/...Zooburst

practice making create present assessment zooburst literacy digital book 3D

shared by Jennifer Walsh on 27 Feb 13 - No Cached
  • Jennifer Walsh on 27 Feb 13
     
    Exploring 150 examples of ICT innovation my favourite is a Web 2.0 tool called ZooBurst. It is a digital storytelling device that enables students to create 3D pop up books.
Michelle Thompson

Free Technology for Teachers: Six Free Alternatives to PowerPoint and Keynote - 3 views

www.freetech4teachers.com/...natives-to-powerpoint-and.html

Presentations powerpoint web2.0 FFF EDC3100 sharing distributing education digital tools technology free teachers alternatives ictexamples

shared by Michelle Thompson on 19 Apr 13 - No Cached
  • Michelle Thompson on 19 Apr 13
     
    Blog by Richard Byrne - refers to some tools we already know about and additional ones I hadn't heard of. See if you know them all.
Kelly Frintzilas

Creative Ways to Use Google Forms - Google Drive - 2 views

docs.google.com/...edit

FFF assessment Google forms

shared by Kelly Frintzilas on 30 Apr 13 - No Cached
  • Kelly Frintzilas on 30 Apr 13
     
    Creative ways to use Google forms
Emma Smolenaers

Connectivism: A learning theory for the Digital Age - 3 views

www.itdl.org/...article01.htm

connectivism EDC3100

shared by Emma Smolenaers on 08 May 13 - Cached
  • We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
  • “Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge
  • the connections that enable us to learn more are more important than our current state of knowing.
  • ...12 more annotations...
  • Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital.
  • Learning and knowledge rests in diversity of opinions.
  • Learning may reside in non-human appliances.
  • Capacity to know more is more critical than what is currently known
  • Nurturing and maintaining connections is needed to facilitate continual learning
  • Ability to see connections between fields, ideas, and concepts is a core skill.
  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • Our ability to learn what we need for tomorrow is more important than what we know today.
  • When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill.
  • Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized
  • Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
  • Emma Smolenaers on 08 May 13
     
    Journal article about Connectivism (may be useful for Assignment 3 part B)
Emma Smolenaers

Ideas to Inspire - Techy Tips for Non-Techy Teachers - 2 views

www.ideastoinspire.co.uk/...techytips.htm

ideas ictexamples

shared by Emma Smolenaers on 26 Feb 13 - No Cached
  • Emma Smolenaers on 26 Feb 13
     
    Basic tips to add some ICTs to your teaching (lots that we are already using in EDC3100, such as Twitter and Blogging, but some new ones too)
jac19701212

Through our eyes: series 1 - 0 views

www.scootle.edu.au/...viewMetadata.action

EDC3100 resources history year3

shared by jac19701212 on 10 May 16 - No Cached
  • This resource also provides a very valuable source of information for Year 3 History for local area studies of Language groups in north-western NSW and discusses the importance of Country and Place to Aboriginal peoples.
  • jac19701212 on 10 May 16
     
    Series of 18 short videos providing insights into the land management practices and social, spiritual and cultural knowledge of the Ngemba, Kamilaroi and Euahlayi Aboriginal language groups in north-western NSW. The videos are presented by the Aboriginal Elders and knowledge-holders and cover a range of topics including the cultural use of billabongs and gilgai, the use of native foods and medicines and traditional stories from the region. Some of the videos explore the European water management practices on the ecology of the catchment and the importance of sustainable land and water management.
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