One page summarising a talk about the design of online courses. Perhaps not directly related to EDC3100 students, though schools are increasingly having online spaces for classes. But it is an example of an "online artefact" (think Assignment 1).
It is also an example of the value of knowing why you're doing something, especially with ICTs. Has links to academic papers supporting some of the practices espoused.
Also raises some questions around the design of the EDC3100 study desk.
An example of web-based artefact that could be used as a model for assignment 1. Use of metaphor to explain constructivism. A low-tech but interesting use of multimedia.
This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before.
This resource is excellent as a method of formative assessment or as a teaching strategy in the classroom to track students progress. Students are able to answer various questions, and through this identify and reflect on how well their learning is going within a topic. I will probably blog about this in my assignment as it is an excellent resource that I've used before.
Kayla - a S1 2014 student - finds Powtoon an ICT she can use in her teaching and then uses it produce a video - "10 reasons why we should be using multimedia in the classroom".
Good example of an approach for an artefact for assignment 1.
Here's the first of the "links to online resources". It links to an earlier blog post of mine. But this is still an online resource.
This is likely to be the most common example of "link to online resource"
The image below (sorry had to highlight more than the image) is an example of a link to an online resource.
It's actually an example of two types.
First, click on the image and you get taken to a larger version of the image on another site. i.e. it's linked to another resource.
But the image itself as embedded in this page is actually coming from somewhere else online. Another example of a link to an online resource.
Hi djplaner
This image has many words that resinate with how I am feeling at the moment including; clever, excited, interested and successful! I am very excited to extend my knowledge of what the wonderful world of ICT has yet to teach me. I just learnt about ICloud and Drop Box today from one of the teachers on the campus. Just loving how everything on the world wide web is connected and through accidental networking I can learn so much!
Just clicking on this resource has linked me to another page with information regarding scootle and campus information. How beneficial! Who knew that pictures could be hyperlinked as well as words and URLs.
Using this post of mine to explain what the phrase "links to online resources" from the learning journal component of assignment 1 might include. Look at the annotations on this page for more explanation
Shared by @kellyfrintzilas on twitter. An article that looks at some of the benefits/positives of ICTs. Perhaps some inspiration here for assignment 1.
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.
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
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
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
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.
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.
This site might help those struggling for an idea for the digital citizenship suggestion for Assign 2. It was shared with me by a current Year 2 teacher.