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djplaner

Hold it right there. We learn about black holes in Year 10, not in Year 8 | Alice Leung - 0 views

aliceleung.net/...blackholesandlearning

constraints

shared by djplaner on 10 Jun 13 - No Cached
  • djplaner on 10 Jun 13
     
    A teacher reflecting on some of the constraints that arise from required aspects of formal schooling like the curriculum and the timetable.
djplaner

Minecraft digs deeper into learning. | Playable - 0 views

deangroom.wordpress.com/...raft-digs-deeper-into-learning

gbl minecraft

shared by djplaner on 03 Apr 14 - No Cached
  • djplaner on 03 Apr 14
     
    Great post that talks about the learning enabled through Minecraft that moves beyond using it to build something related to a curriculum. Also a good illustration of using a theory to make an argument about why you might use an ICT to enhance/transform student learning. Perhaps not directly applicable to a class setting due to the constraints of the current education system, but useful for expanding your concepts of ICTs and their impact on learning (as opposed to education).
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 :(
Aspen Forgan

SpeEdChange: CSUN 2008/A Toolbelt for a Lifetime - 7 views

speedchange.blogspot.ca/...08a-toolbelt-for-lifetime.html

toolbelt theory technology diversity inclusion

shared by Aspen Forgan on 15 Jul 13 - No Cached
Ann Bond liked it
  • Toolbelt Theory is based in the concept that students must learn to assemble their own readily available collection of life solutions.
  • Task1. What needs to be done? (when possible, break the task down into component parts)
  • Environment1. Where must this be done (or is typically done)?2. Under what time constraints?3. What is the standard method of task completion?4. How does the person with the disability interact within this environment?5. Who is the task being done for? (specifics of teacher, employer, other expectations)
  • ...6 more annotations...
  • Schools
  • Tools1. What tool best "bridges the gap" between the current skill set and what is needed for task completion?2. If the tool is not already "in the toolbox" (the person has been successfully trained in its use), how does the environmental timeline match with the needed learning curve?3. If it is not possible to use the "best tool" within this environment what is the "back-up tool"? How do we pre-train so the best tool can be used the next time?
  • Skills1. What specific strengths does the person with the disability bring to this task?2. What specific weaknesses interfere with that person's ability to complete the task?3. What is that person's "tool acquisition aptitude" and what tools are they currently comfortable with?
  • must be preparing students to use the technology that will be around in the next decade.
  • The goal is to empower students to continuously assess their changing needs and the ever changing technological environment that surrounds them, and allow them to build their own toolbelts of appropriate solutions to their life challenges.
  • Toolbelt Theory" suggests that we must teach our students how to analyze tasks, the task-completion environment, their own skills and capabilities, an appropriate range of available tools… and let them begin to make their own decisions.
  • Aspen Forgan on 15 Jul 13
     
    I found this and thought it supported the previous article regarding tool belt theory
  • Colleen Lenehan on 18 Jul 13
     
    Aspen, did you find the info on the theory, the task or the environment?
  • Aspen Forgan on 20 Jul 13
     
    Hi Colleen, If you open the link, you will find info on all three- theory, task and environment :) The snippets above are what I highlighted
georgiac94

13 reasons to use educational technology in lessons - ICT and Computing in Ed... - 7 views

www.ictineducation.org/...nal-technology-in-lessons.html

Assignment 1 reasons to use ICT

shared by georgiac94 on 04 Mar 13 - No Cached
  • ICT can provide both the resources and the pedagogical framework for enabling pupils to become effective independent learners. For example, computer programs are available that adjust themselves to the pupils’ level and then set appropriate tasks and give feedback on performance. Used wisely, these can help pupils to move on.
  • Where information and communications technology (ICT) is taught well, it has been shown to enhance pupils’ levels of understanding and attainment in other subjects. That’s because “real” ICT is more about thinking skills than about mastering particular software applications.
  • Pupils usually enjoy using computers and other types of technology, so lessons which make use of it start off with an advantage (which is all too often squandered).
  • ...6 more annotations...
  • Just about every aspect of modern life involves educational technology; therefore, to not make use of it in the curriculum is anachronistic.
  • ICT places all learners on an equal footing
    • Isabella Irvine
      Isabella Irvine on 02 Mar 14
       
      something else to consider 
    • Stella Leotta
      Stella Leotta on 05 Mar 14
       
      an interesting article to read. 13 reasons to use educational technology in lessons.
  • implement personalised learning.
    • katrina carpenter
      katrina carpenter on 07 Mar 14
       
      this is an important area. Used correctly ICT can support students that require greater levels of scaffolding and do so in a way that allows the student to maintain control of their own learning path.
  • Educational technology puts the pupil in control (if it is well-designed), enabling her to personalise the interface, select and create resources, and even choose what to learn
    • katrina carpenter
      katrina carpenter on 07 Mar 14
       
      This needs to be managed well as few students have the skills to fully manage what they are learning. Perhaps they do however the constraints of the curriculum require they cover set criteria. Choices are available but these still need to be guided and negotiated with the teacher
  • motivating pupils
    • katrina carpenter
      katrina carpenter on 07 Mar 14
       
      motivation also extends to reduced behaviour issues in a class where students are engaged in their learning
  • katrina carpenter on 07 Mar 14
     
    15 reasons to use ict
  • georgiac94 on 11 Mar 15
     
    Believe this could be really beneficial info for Assignment 1 in regards to why we should enable the use of ICT with in the classroom - hopefully you will be able to resonate with a few pointers in context to something you may have experienced or be familiar with.
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