Reflective Synopsis

Synopsis

Information Technology or e-learning are words that define individuals knowledge and how they use technology in their everyday life. Knowledge of computers, computer software, programs and networking by knowing where to find information are becoming increasingly valuable in a knowledge-based economy (OECD 1996). As effective Learning Managers we are required to scaffold experiences, investigations and inquires so that students can engage in developing knowledge that gives them the ‘techniques’ to search for the information and develop higher order thinking skills and deeper understanding of content topic. It is in the scaffolding that the learner’s skills are developed and the techniques for ‘acquiring’ lifelong learning skills are developed.

George Siemens (2004) in his article ‘Connectivism: A Learning Theory for the Digital Age’ argues the impact of technology on learning has required a re-think on the foundational tools of which the theories of learning are based. “Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes should be reflective of underlying social environments (Siemens 2004).” He goes on to explain that once knowledge was measured in decades, it is measured in months and years, and it is not the actual ‘knowledge’ that is valuable “Know-how and know-what is being supplemented with the know-where (the understanding of where to find knowledge needed.) (Siemens 2004).” Teaching of the knowledge of ‘digital tools’ is one third of the teaching triangulation which also includes pedagogy and topic content. So, as effective teachers we need to incorporate ‘digital tools’ into our scaffolding as part of our curriculum and planning.

On-line collaboration with peers via the Learning Management System (LMS) (Refer Blog: LMS ) Moodle, discussion has developed of a reluctance of some current teachers to introduce or expand on the use of ‘digital technologies’ in the classroom. Whether the reluctance is through lack of personal knowledge, competence or resources depends on the individuals. However, the fact that current teachers are not using ‘digital technology’ in their curriculum identifies their lack of ‘knowledge know-where’ (Siemens 2004) and students who are ‘digital natives’ will develop, through social networks, their own knowledge of ‘digital tools’ and may become ‘disengaged’ (Prensky 2005) with what the teacher is offering in the classroom, which then has ramifications across the curriculum for the student and the teacher.

Students who are currently in school and those who are yet to come are growing up in a world where knowledge and information is available at the click of a mouse. Where once the teacher was the ‘wise counsel’ and ‘fountain of information’ this has changed and today’s students recognise teachers as part of the ‘pipeline of information’ (Siemens 2004). If a teacher fails as part of that pipeline, the student simply looks to another source of knowledge and re-routes his pipeline.

In his article, Siemens (2004) acknowledges “The field of education has been slow to recognise both the impact of new learning tools and the environmental changes in what it means to learn.” He further identifies that it is not the actual knowledge (know-how) that is needed but the ability to find the knowledge (know-where) is the valuable skill. Thus “the pipe is more important than the content within the pipe (Siemens 2004).” So how do we construct the aforementioned triangulation of teaching that students are ‘engaged’ in learning?

Kearsley and Shneiderman (1999) have developed an “Engagement Theory: A framework for technology-based teaching and learning” which is a conceptual framework for technology-based learning and teaching. Their theory is based on three principles, Relate, Create and Donate (Refer Blog: concept-map-engagement-theoryl ). Although there are similar technology based frameworks namely “The Big Six” as discussed on Eva’s blog (big6-learning-design-framework ) it is dependent on the individual Learning Manger which framework suits the pedagogy and content of the unit plan. Utilising the Engagement Theory framework as the ‘pedagogy’, the topic or content dictates the type of ‘digital tools’ to be used as part of the overall scaffolding. To encourage students to develop deep understanding and knowledge through higher order thinking skills (Marzano & Pickering 1997) students must be engaged in activities that occur in a group or collaborative context (relate); the activities should be problem based, in the form of an inquiry or investigation (create); and thirdly the learner identifies the link between them as an individual and the authentic use of their knowledge as a valuable contribution to a community problem (donate).

It is with this diversity in mind that the author has analysed the use of different ‘digital tools’ (Refer Blog: wendys blog) using Plus Minus Interesting/Improve/Implement a ‘Critical Thinking Tool’ developed by Eric Frangenheim (1995) (Refer Blog: thinking-strategy ).

FOCUSSING ON DIGITAL TOOLS

For the purposes of accessing or gaining information students can use emails (Refer Blog: digital-tool-e-mail.) to ask questions, transfer information or be involved in a two-way conversation for investigation purposes. This may include sending an email to the local fire station making inquiries about the bush fire season, or sending an email to a marketing company to request information about the recyclability of their plastic products. The use of web conferencing may also be used if students want to interview someone specific for their investigation. In accessing the internet the students can obtain and contribute to information on blogs and wiki’s (Refer Blog: blogs v wikis. ) they can download podcasts (Refer Blog: digital-tool-3-podcasting.) and view digital media (Refer Blog: youtube in school) and can also access information websites that contain information for their inquiry. When using blogs and wiki’s student can contribute through comment to discussions already posted, or in the case of wiki’s start their own post.

Extending and refining knowledge (Marzano & Pickering 1997) into a procedure helps the students develop complex reasoning processes. The use of concept maps (Refer Blog: concept map) where knowledge can be set out visually can be used as a planning tool to set out an investigation, or a flow chart of procedures to be followed in an investigation (Refer Blog: conceptmap etheory. ) Digital video can be used to record observations of a particular experiment, and later used for reflection or as a basis for data comparison or evaluations. This would suit a science experiment or measurement activity. The use of excel as a data base to organise, compare and analyse results of an investigation.

The transformation of information is when the students apply their higher order thinking skills to use their new knowledge meaningfully (Marzano & Pickering 1997). This is done through problem solving (in the form of an investigation or inquiry), invention or analysis of the knowledge and what is required to apply the new knowledge. Students apply this knowledge and can use ‘digital tools’ to demonstrate their understanding. This can be done through the research and development of information for a PowerPoint (Refer Blog: powerpoints-) or Prezi ( Refer Blog: prezi-) presentation by using texts and including digital pictures and videos and hyperlinks to active web pages to enhance and expand their information. Blogs and wiki’s. (Refer Blog: blogs-vs-wikis) can be used to compare and collaborate research information when designing an invention or analysing information in a problem solving task. Also by collaborating with peers through e-mail the students are developing substantive conversations around the knowledge. An example of this is a wiki where students are developing a prototype for a solar powered cook top oven. They each access the wiki to read what others have written and then add to the pool of information their personal knowledge and work collaboratively on the task until the invention is made.

Presentation of the information to an audience is perhaps the pinnacle of the use of ‘digital tools’. It not only allows the student to demonstrate their new knowledge, but also demonstrate their new skills in the use of ‘digital tools’. In presenting to an audience the students must determine who their audience is, and what information they want to get across, and what format (digital tool) they will use. Using moviemaker, the author has made a visual and auditory presentation using a series of digital photos (Refer Blog: cavoodle movie ). This movie was made for an audience of students in a year one to three level. It could be used as a focus for a cross curricular unit which could investigate: What do dogs eat? What ingredients are in foods? Can dogs cook? What are healthy foods? How do we weigh and measure foods? By using the dog as the teacher, it not only engages the students, but removes the ‘adult’ aspect from the activity. It also links to the individual students interests in the popular television series “Master Chef”. Other forms of digital presentation include PowerPoint; Digital Videos for broadcast on youtube (Refer Blog: digital video ) Podcasts; Animations like Marvin or Voki (Refer Blog: my-voki.) .

As technology evolves and new ‘digital tools’ are developed and incorporated into learning and teaching, the students and their requirements for learning must still remain the focus for the planning. Effective teaching where the learner (student) is the focus and the scaffolding supports the development of deeper knowledge and understanding will not change. The tools and consequently the scaffolding of these experiences will change, and so will the requirement for teachers (Learning Managers) to keep up to date with how to use, and teach the use of this technology. Through this exercise where ‘digital tools’ have had to be created and (Managing E-Learning) students have had to use habits of mind like Perseverance and Maintain An Open Mind (Marzano & Pickering 1997) to develop a deeper understanding of ‘digital tools’, it is perhaps timely to remember that our personal development of know-where (Siemens 2004) requires us to build our own ‘pipelines’ of knowledge through collaboration with peers, mentors and fellow students.

References

Frangenheim, E. (1995) Reflections on classroom thinking strategies: Practical strategies to encouragethinking in your classroom. Loganholme QLD, Australia: Rodin Educational Publishing.

Kearsley & Schneiderman (1999) Engagement Theory: A framework for technology based teaching and  learning. (Retrieved on 01/08/2010 from http://home.sprynet.com/~gkearsley/engage.htm)

Marzano, R.J., Pickering, D.J., Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., et al.

(1997). Dimensions of Learning teacher’s manual (2nd ed.). Alexandria, VA: Association

 for Supervision and Curriculum Development.

Ogranisation for Economic Co-operation and Development (1996). The knowledge-based economy(Retrieved on 01/08/2010 from: http://www.oecd.org/dataoecd/51/8/1913021.pdf)

Prensky, M. (2005). Engage Me or Enrage Me: What today’s learners demand. (Retrieved 01/08/2010
 from http://net.educause.edu/ir/library/pdf/erm0553.pdf )

Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age. (Retrieved 01/08/2010 from
http://www.elearnspace.org/Articles/connectivism.htm)


Comments from Others – On My Blog and my responses

Eva

Eva 2

Kyle

Digital Immigrants Diary

Rachel

Rachel & Melissa

Eva 3

Justace 18 & Katrina

Katrina



My Comments on other Peoples Blogs.


Eva

Eva

Naomi.
Naomi

Kyle

Eva

Kristen

Eva

Digital Tool: e-mail

Email @

I have unfortunately overlooked the digital tool of email. In my research and review for my synopsis of collaboration between peers, I received an email from a colleague which had hyperlinks to a website that I found interesting and relevant to the work I am doing with students at the moment within the school. I also realised that on a daily basis my inbox is filled with emails from other people in my life who either have information for me, or are asking me for information that I have knowledge of or may be able to locate for them. Thus I am part of the information flow within an organisation. As Siemens (2004) states in his article on Connectivism "Information flow within an organisation is an important element in organisational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy." (http://www.elearnspace.org/Articles/connectivism.htm )

Email or electronic mail is a method of exchanging digital messages through either the internet or intranet (of an organisation). Emails were originally a text only form of message, however with the advancement of technology emails can contain pictures, photos, digital enhancement, hyperlinks, and they are not only used for work related purposes but sit alongside a residential address and phone number as a location to contact someone. Email has quickly developed from a work or business digital tool into a social networking tool that supports and feeds the 'cycle of knowledge development' (Siemens 2004). Just as business letters and personal letters of correspondence once (and still do) have different forms of etiquette, the use of emails for both business and social correspondence has developed 'netiquette' (http://en.wikipedia.org/wiki/Netiquette) which are the core rules of sending and receiving emails. The netiquette also relates to other digital areas including blogs, wikis, and forums, where people are interacting with each other using information technology.

PLUS

1. Emails are now an accepted form of correspondence in work and social life.
2. Emails are a quick and easy way to send receive information via the internet.
3. Emails are a collaborative tool and work as a communication backbone for activities within a school, or business (knowledge economy).
4. Emails as a form of communication have their own rule which should be taught to students as part of their 'digital' learning.
5. Emails open up information from around the world.
6. Emails are an integral part of social development of the students, and will form the basis for collaboration skills within the school and beyond into lifelong learning.

MINUS

1. There is limited control over who sends what information to whom.
2. Just because it was sent in an email - does not mean that the information is correct. Sources still need to be checked and verified.
3. Caution is required when defining business or social emails to others or colleagues. These skills will form part of the 'netiquette' learning with students.

INTERESTING IMPROVE IMPLEMENT

The techniques of sending and receiving emails should form part of the curriculum in the early years of schooling. Once a student has developed their 'how to' knowledge in this area emailing can then move on from a declarative knowledge to a procedural knowledge skill with students using email as a collaborative tool. As with all knowledge development though, prior knowledge of email as a digital tool should not be assumed as Thrupp (2009) (http://moodle.cqu.edu.au/file.php/4033/ThruppAcec.pdf) identified, not all students are "digitally active", and for whatever reason social, cultural, religious, do not have access or use digital technology at all (including televisions) in their home or social environment.

To establish 'prior knowledge' of email, I would use it as an introduction tool for a new class at the beginning of a year. I would randomly choose students names (linking them to non-peers), they would have to emails to at least two people (with a cc to the teacher) in the class and relate how and when they have emailed previously and do a PMI style analysis of emailing. For younger students, I would encourage the modelling of a (one) class email to other teachers or people within the school to ask a question or gain information. (eg class email to teacher librarian if the have a series of books available for lending).

WHAT I THINK

I am still disappointed in myself for not recognising email as an essential 'digital tool'. In realising this though, it has made me aware of the need to ascertain students 'prior knowledge' of digital skills, and not assume their understanding or knowledge. I love email. I use it at work (school), at home, and for on-line study purposes. Because I am a 'time poor' person, I use email to connect with colleagues, family and friends at any time of the day or night, or when it suits me. Whilst some of the 'social' emails that I receive are merely text, some include interesting information or humour which someone somewhere has thought to send to me. To help our students develop social skills through collaboration, emails and emailing are an essential skill for future work prospects and definitely a required procedural skill for further study beyond high school.

Digital Images: flickr - mobaphoto - picasa

Storing Saving Sending Editing Digital Images

The beauty of digital images (as stated in a previous blog) is that it allows the students to construct knowledge using visions of photos in context with learning. The images open up the world outside the classroom and invite them into the learning environment. Although photographs have been around for decades, digital images for everyday use have only recently become popular in the last ten years. In that ten years, the options of what can be done with those images has changed considerably. Taking a digital photo, printing it out and putting it in a photo album is just plain boring today. With all the other options of digital enhancement, storing, saving, editing, downloading to facebook, twitter, blogs, emailing to friends and family, escrapbooking pages not to mention saving to i-pods or phones, the old days were simpler. Systems like flickr (http://www.flickr.com/ ); mobaphoto (http://mobaphoto.mobatek.net/en/ ) and picasa ( https://www.google.com/accounts/ServiceLogin? ) where you can download your digital images into files and then broadcast them through the internet to the world through various on-line communities is astounding. It is interesting to note however, that this technology is only as useful as the person to whom you are sending the images. There is no point in sending photos of your travels through Europe by email through picasa, if your grandmother thinks picasa is a spam email and deletes it, or can not access the file. So again the technology is only as useful as the user and the recipients ICT skills allow.

Although this technology is available world wide, and would be invaluable for sharing images with family and friends around the world, I would hesitate to store or retrieve images of children on the internet outside of a restricted area like a school database. As it happens now, most cameras come with a storage and editing package to download for home use, and most computer systems have a picture editing facility.

PLUS

1. Excellent tools for sharing images around the world.
2. Excellent tools for storing, editing photos.
3. Allows students to modify or edit photographs or digital enhancement for projects or inclusion in blogs, powerpoints or wiki's etc.

MINUS

1. Photos are only as safe as a password.
2. Would not store or retrieve photos of students or children on these websites due to security concerns.
3. Any images of children on the internet are open to abuse or re-use no matter how 'secure' the websites proport themselves to be.
4. These options are available on software already on school computers through microsoft and can be stored on a school database. Why re-invent the wheel?

INTERESTING IMPROVE IMPLEMENT

I have seen Year Seven students take photos of themselves then edit and crop them and place onto backgrounds to make a 'fake' magazine cover for an assessment. The students loved doing this. I think the idea of teaching students to edit and crop and manipulate photos is excellent, however I would do this, as stated, within the confines of the school database and with the systems already available through microsoft or whatever software comes with the cameras. Education Queensland now has to have signed permission to reproduce a students image onto a website (including a school webpage). As most photos taken at a school are of students or include students, a teacher must be very careful where and when these images are stored and retrieved.

WHAT I THINK

Mobaphoto, picasa, flickr all have a place in the community and it is up to individuals how they choose to use their personal photos. I, myself, and my family are very against using our images on the internet including facebook or blogs, and I do not like other people putting images of my children on their facebook page. My concerns are justified in that I will do whatever it takes to protect my children in todays world from the criminal element. I take photos of my children, I however choose not to share them via the internet with the world. I would take this same philosophy into teaching, and teach students to be aware of what images they are taking and where they are putting them on the internet for all to see. This is basic 'child safety' rules, and as teachers we need to encourage our student to protect themselves. I may be off the mark here, however once an image is sent out over the internet, it can be deleted but it can never be retrieved. This is simply my opinion, feel free to comment.

My Voki

Get a Voki now!




This is my voki, this is the first time I have used a voki, it was quick and relatively easy to make and upload, I found it at http://www.voki.com/create.php . I have previously had experience with marvin at
http://www.marvin.com.au/ which seems to have the same qualities as voki. Marvin however, allows the avatar to move around the page and background area and gives the options of where to look when saying words, and has a wider use of backgrounds and landscape scenes.

PLUS

1. Voki was quick and easy to make.
2. Good choices of avatars and ease of personalisation.
3. Choice of voice or text option for students.
4. Engaging characteristics removes the 'teacher' from teaching aspect.

MINUS

1. Limited in its options to 'engage' for a sustained period.
2. Probably would not suit a long re-tell or sustained monologue of information.

INTERESTING IMPROVE IMPLEMENT

I found the voki quick and easy to make - honestly I thought it might take forever, that is why I put off doing it. I would use a voki as an introductory figure to maintain interest or focus in a webquest or similar. I think that students would respond to the visual and auditory stimulation as a form of information rather than the standard instructions of a teacher.

Students would be able to use a voki easily by recording their voice (for younger students) to do a short re-tell or express an opinion as a form of assessment. It is quick enough to download information that it would be able to be used everyday to introduce the days activities or announcements in the class.

If I was wanted students to do a sustained piece of assessment using an Avatar however, I would lead them towards the Marvin characters where there is wider scope for change of scenes and movement of the Avatar to keep the engagement of students longer in the information that is to be presented. Marvin would be a better option for a sustained activity expressing information.

WHAT I THINK

Voki is quick and this would be more use on a daily basis, where as Marvin would be the Avatar set that is created and re-used because it takes longer to make. Again, the time factor comes in to play, and because voki is quick to make is could be used more often and for different types of information. I would use Voki in the classroom, at present, I think the best option would be as stated on a webquest style inquiry, or on an IWB to introduce the routine for the day. In the later case, I would give the students the information and ownership of the class voki to create the daily routine voki.

Digital Tool 11: Digital Video

Digital Video

Digital video is simply a video composed of digital pictures captured through a video camera or a linked series of photographs. The use of videos as a learning tool is unlimited in today's classrooms in all aspects of learning. Video can be used as a 'hook' to engage the learners or to introduce a new topic or unit; older videos or 'home movies' can be used as a research tool for investigating historical information; videos can be made by students as an assessment tool; videos can record experiments or interviews for later analysis, their use depends on the learning framework set up by the teacher. Video is a social learning tool because even though it may be set up to record a 'specific' event it can not help but record the social aspect of clothing, language, culture, communication and social generation, as it was or is at the time of the recording. The below youtube vision is of the Great Pacific Garbage Patch (note the American use of vocabulary).

As a teacher you could not explain these images without the vision. As a teacher you could use this video in so many ways. I recently used it in a SOSE unit plan as a 'hook' to help students understand their personal link between dropping a water bottle down a drain and the consequences on a global level.

Visual aids and visual images are an important part of 'effective teaching' in today's classroom. Visual support in lessons enhances the learning experience for all students, particularly those who strengths lay in the visual learner area. It is also an effective tool for students with 'hearing impairment' as it opens up a world outside of the classroom. They can watch video images and interpret the information for themselves, relate it to their understanding and knowledge. Can you imagine trying to use sign language to 'engage' a Deaf student in class when using only 'text'. As a teacher imagine reading 'Avatar' to a class of deaf students, through an interpreter, and then let them watch the video (with subtitles) and the impact would be entirely different.

A culture of change is also upon us with so many people now 'recording' everyday happenings on their mobile phone or i-pods or video cameras and uploading this to youtube or blogs. A school yard fight was once handled in school, now it can become a major court case because of video evidence. An off the cuff comment (socially inappropriate) said, could be accidentally recorded and there could be resulting consequences. Digital video is changing the way we learn and the way we look at ourselves in society. As a teaching tool it certainly is effective, however with all teaching there is always the 'social responsibility' side that needs to be taught alongside its appropriate use.

PLUS

1. Where do I start??? There are so many arguments for its inclusion in effective teaching.
2. A visual aid for all students.
3. Provides vision that can be interpreted into individuals 'social' knowledge or understanding.
4. Used as a 'hook' or engagement tool - it is extremely effective.
5. Provides visions from around the world - as it is happening, and brings them into the classroom.
6. Can be used as an effective 'assessment' tool.
7. Helps to record and review social and cultural history as well as the main message of the vision.
8. Limited only to the 'effective teaching' it is to support. Unlimited to the teachers imagination or implementation into the lessons.
9. Engages the majority of learners regardless of age, social or cultural diversity.

MINUS

1. Must be used appropriately in 'effective' learning with cultural considerations to students and the community. (Not that this is a minus - more of a scaffolding consideration).
2. Research can take time to find the most 'effective clip' for the learning journey.

INTERESTING IMPROVE IMPLEMENT

As I work with a hearing impaired student, visuals are a large part of our lesson and learning experience. It is used to introduce a lesson or unit, to support it by consistent reviewing, and for review when introducing new knowledge to link to. Videos can be used by students to share life experiences and it allows them to view and understand diverse aspects of history, cultures from around the world, other peoples opinions and views. It also allows them to record their own views and opinions, and share their knowledge by recording it as an assessment piece or share their understanding of a concept.

Vision is a powerful too. Digital vision is a powerful learning tool. In contrast to the above youtube link, I also showed the students this amazing vision. Although the sound quality is not fantastic, they were amazed at what they were watching. There are visions here that one would love to see in a lifetime and with the benefit of digital video we can watch it in our classroom again and again. We can discuss it, research it, review it and just keep admiring it.

On previous blogs I have discussed the issue of 'time consumption' when learning or researching these digital tools for use in the classroom. With digital video however, the major time factor is getting lost in all the information and videos that are out there, and that are suitable and appropriate for use in the class. Again, this is where curriculum exchange with other teachers and sharing of ideas and resources can cut down on that time. The problem is though, once you start looking at youtube videos, they market it well so that they give you options of ones with similar content, so you could be there all day.

The best benefit of digital video is that regardless of age, it delivers a message, and the individual gets to interpret that message to their social and cultural prior knowledge. This is what 'effective teaching' is all about.

WHAT I THINK

I love digital video. I use it daily, and although it can take time to sort through the stuff I don't want, once I am on the right track, it is inspiring. Sharing it with students and watching and sharing their reactions and emotions and responses to the 'appropriate' videos, well that is just what teaching is all about!!!!

How I am using youtube in the school

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I use Auslan to communicate with my hearing impaired student in school. I am useing peer to peer support to teach the whole school (800 students) the Australian National Anthem - Advance Australia Fair in Auslan. With this youtube link, I show the students how 'easy' it is to learn the signs required for Auslan and Advance Australia Fair. I also use this link as a reference for showing them how some Auslan signs are used 'in context' with the user and in this case the learner. As the students are primary school level and as we are in a different part of Australia than where this video was taken (think of this as an accent or jargon) some Auslan signs are different. Each week, two students from each class come to a lesson (in their lunch break) and we practice the Anthem. Those students then return to their class and during the week they teach their peers in their class at appropriate times (lining up for parade, waiting for teacher, teacher is talking to a parent). They also must teach their teacher!! The response has been incredible and I have had to go beyond this youtube video to keep the students engaged in learning. We have been comparing the difference between ASL (American Sign Language) and Auslan (Australian Sign Language), and the students are applying their new knowledge by interpreting the next youtube link (below) from ASL to Auslan. The group that I work with once a week would like to be able to sign "I gotta feeling" from Black Eyed Peas for the school talent show next term. They are researching the new Auslan signs they need to know, and have taken ownership of their own learning.

This clip just makes you want to get up and dance. The music has inspired the students, and they can start to understand the culture of the Deaf Community, and appreciate what it may be like to be hearing impaired. This has inspired them to learn more Auslan signs, and by using music to do this I have linked into their prior knowledge and their own social environment. The benefits of this have been fantastic as as I walk around the school, the students use Auslan to communicate with me, and also with the hearing impaired student I work with. She just absolutely loves the fact that so many more students are now using Auslan and can communicate with her. Even the simple fact of signing their name to her is wonderful and it is really breaking down the communication barriers within our school.

Movie Maker - Cavoodle In The Kitchen

This is my attempt at "Thinking Outside The Box".

This movie was my attempt to engage students into a tactile activity. I would use this movie to encourage students with disabilities - particularly those that I profiled in an earlier blog, to do a number of activities and investigations. By modelling the activity from a dogs point of view, I have removed the teaching focus from the teacher. I would use this movie in a number of different ways to engage the students. They would include but are not limited to:

1. Writing up a 'method' for cooking the muffins.
2. List of things that you can and can't do in a kitchen. Cooking Rules.
3. List important factors when cooking muffins. (A.S.D. students like making lists)
4. Investigate what dogs really do and don't eat.
5. Investigate and research different muffin recipes.
6. Investigate and research where muffins came from (country of origin).
7. Investigate and research other products that can be made from a box.
8. Investigate and research the breed of dog.
9. Investigate and research tricks that dogs can be taught.
10. Use as a model for cooking muffins.
11. Investigate the ingredients on a box and relate this to what is in the pantry.

The list could be unlimited but would be determined by the students interest and prior knowledge. In this case, as these students tested high in the self-interest area of learning, I would link this to their pets and encourage them to take photos in a similar style with their pet doing something 'different' and make a movie from it.