Learning Management System Digital Tool No 7

LEARNING MANAGEMENT SYSTEMS
I have been studying on-line or flex since 2007. My first introduction to on-line learning was through the Learning Management System – ‘Blackboard’. 2010 is my first year using ‘Moodle’. Both Learning Management Systems or Virtual Learning Environments create a ‘virtual classroom’ where a student can access all the required resources and information required to undertake study. The teacher, educator or lecturer places all the required information into one area where the student has access, for security reasons, by use of a log on and password, to enable the student to undertake the study.
The ideals of the 'Moodle' Virtual Classroom are based on what is known as ‘social constructivism’ of which the theorist Vygotsky proposed the learning framework based on the social development of the student and the zone of proximal development. This area was the focal point in week one of the Managing E-Learning Course I am studying. The Learning Management Systems allow a student to progress at their own pace, usually with weekly guidelines, and providing support through on-line discussion forums, web conferences, e-mails, hyperlinked on-line resources through the auspices of a learning institution, in my case a Tertiary Institution – University. The system of a ‘virtual classroom’ is also available through Education Queensland -The Learning Place for the use of teachers to assist with lesson delivery to students.


PLUS:

1. Learning Management System is an effective tool for distance or flexible education across rural and remote Australia.
2. Provides independence for learning.
3. 24 hour access on-line.
4. Students can work at own pace through the units of study, without having to travel to attend lectures.
5. Uploading of assignments and on-line quizzes provide support.
   

MINUS

1. The system requires computer and basic ICT knowledge which would initially impact the age of the student, and younger students would require more support or assistance to use it.
2. Access to lecturer is usually through e-mail system and is reliant on the business or working hours of the university. This may impact learning.
3. Learning style is not suitable for all students.
4. Lack of face to face interaction with a lecturer may discourage a student from continuing with a course.
5. Frustration at lack of immediate feedback or response to questions or clarity on study topics may be a drawback.
6. Although collaborative learning is encouraged, because learners are self-paced, it is difficult to work effectively as a team or group.
7. Learners may fall behind and be unable to keep up with study as no definite structure or timeframes other than suggestions and due dates for assignments are in place.
8. It can create limitations in rural areas due to ‘broadband’ or ‘dialup’ access.
9. It also costs money to have up to date ICT equipment and internet access.
   

INTERESTING IMPROVE IMPLEMENT

I enjoy the idea of a ‘virtual classroom’ and believe that it is the way of the future. I think it is an effective teaching tool where teachers will be able to view the ideas and lessons of other teachers not only in their own school but around the world. Again, with all things new, it is not something that all teachers will want to use. As new technology teachers enter the classroom, it will be interesting to see the uptake of lesson planning through the virtual classroom. The problem is, as with all technology, it is changing and developing so fast that we must remember the importance of working individually with a student on a one to one personal basis and being able for them to appreciate the teachers’ enthusiasm for the lesson. This may not come across in an e-mail or a typed message.
I would use this technology tomorrow if I could. I would love for all teachers to have their lesson information up and posted in a ‘virtual classroom’ where students who do not attend class full-time or require support (in these cases either through illness or learning support) and the support teacher/teacher aide or student can have access to the lessons and curriculum planning that the teacher is using on a daily basis for the class.

WHAT I THINK
Virtual classrooms through Learning Management Systems simply open doors for learners. It may be a student who because of medical reasons cannot attend a class full time, or because of distance – they live on the other side of the world, it doesn’t matter. The point is that this is a new way that education is moving forward and it gives opportunities for students that they may never have had before. If supported by the education systems, the virtual ‘schools’ can only grow and get better.

Prezi Digital Tool No 6

PREZI
Prezi is a digital visual demonstration tool. It is similar to PowerPoint, however the attraction of Prezi appears to be the visual stimulation, manipulation and movement of text and graphics on a single page to tell a story or present an idea. PowerPoint on the other hand provides for straightforward graphics and texts that move from slide to slide.
Prezi is a new digital tool to me and I have not used it before at all so my opinion is one merely based on research and ‘playing’ with the website. In his blog Tim Leberecht http://news.cnet.com/8301-13641_3-10315737-44.html draws comparison between Prezi and PowerPoint and quite nicely states what I was thinking: “ Prezi differs radically from PowerPoint in that it requires an alternative mental model: Information is displayed in a non-linear fashion”
This in itself would not so much limit its educational use, but would require though on the learning style and age of the target audience (students), particularly if this was the only presentation tool used containing important information for assessment.

PLUS:

1. Visually stimulating and interesting for an audience, possibly captivating.
2. Would be excellent as a discussion tool, or ‘hook’ tool to introduce a new unit.
3. Possibly time consuming in initial stages of putting it together, certainly if it was a one-off presentation (same as PowerPoint).
4. Start with a blank canvas. Uses as a presentation tool appear unlimited.

MINUS:

1. Does the ‘what happens next?’ question overtake the importance of the message?
2. Does not allow printouts or handouts of (slides) information.
3. A student would have to go through all the presentation to search for the information he/she was looking for.
4. May be too confusing for learning support students.
5. As with all ICT, it is time consuming, until you get the ‘hang of it’ and experiment with what you can do.
6. General discussions on moodle website have alluded to feelings of ‘sea sick’ from the visual format of the canvas as it changes.

INTERESTING IMPROVE IMPLEMENT

1. Although visually stimulating, it may detract some students from the point of the lesson or message of the presentation.
2. As with PowerPoint it is only as effective in carrying a message, as the information put into it in the first place. It may be visually stimulating, but if the presenter has got carried away, the message or impact may be lost.
3. I would not use Prezi as the main form of information for a web Quest or similar, I would use PowerPoint because the information is presented in a ‘linear’ style which would suit the learning style of the majority of students in a class.
4. Prezi would be effect as a ‘hook’ for teachers, or to let student present investigation findings as a form of assessment. However I would caution, as I did with PowerPoint, the time factor involved and losing the impact of information or ‘message’ compared to how visually stimulating it is.
   

WHAT I THINK

I would encourage older or more computer literate students to play with Prezi to see what they come up with. I do not think it will replace PowerPoint, but I do see Prezi as an effective presentation tool. At this stage because of the ‘time factor’ I would only use it as a presentation tool if I was making a presentation that could be used a number of times, or used by others and shared across a year level. Teachers complain of being ‘time poor’ and I would have to weigh up the time factor beside its impact for effective learning/teaching.
As a student, it would be interesting where they could take this style of presentation as a form of a ‘mindmap’ of ideas.
I also have a problem with the Prezi’s that I have watched http://prezi.com/mojdt36mrozf/mixing-mind-and-metaphor/ and all I want to do is keep clicking the mouse to get to the end, and I find I am not reading the words. Therefore I am not getting the message.

PowerPoints Digital Tool 5

PowerPoint
PowerPoint is a presentation tool that is part of the Microsoft office package. PowerPoint is a visual or graphical ‘slide show’ style presentation that can be used as a stand alone presentation (with audio) or to assist in the delivery of an oral presentation by individuals or groups. It has wide ranging uses in the educational, business and recreational areas. The important thing to remember is that although wide ranging in its uses, its value in a presentation is only as good as the information that it contains. In an educational setting, a student may present a PowerPoint that is well put together, and is aesthetically pleasing, but may contain little or no information related to the research or outcomes of an investigation. In a business setting, a presenter may present a PowerPoint that contains valuable information that is imperative to the core workings of a business but may be presented in too many bullet points, with no other images or visuals to engage the audience. Both of these criteria are important aspects to think about when a teacher or educator uses PowerPoint’s as a teaching tool in education.

PLUS:

1. Ensures consistency with information to all students. Effective reflection tool.
   Support basis for learning support lessons.
2. Stimulus for visual learners.
3. Can be developed by any computer literate person of any age. Content will depend on requirement/purpose.
4. As a presentation tool it is unlimited as to range and style of use.
5. Can include images, visuals, hyperlinks, photos, graphs.
   Screens can be printed out for handouts.
   

MINUS:

1. PowerPoint presentation is only as good as the research and information that it contains and how it is presented to the target audience.
2. Can be time intensive for a one-off presentation.
3. Can be a time intensive for students whilst they are trying to make it ‘look good’ for assessment. Focus is removed from the content to the visual impact.

IMPROVE IMPLEMENT INTERESTING
In schools/education environments PowerPoint can be used as an assessment tool for students, either as individuals or groups.

1. It can be used to present consistent information by educators to a number of different classes.
2. Can be used as a resource for students for reference or for clarity in assessment or assignments, due to its consistency.
3. Can be printed out for students who require learning support or who prefer a hard copy of information.
4. Can be used as a web Quest starting point.
5. Can be added to or changed to modify for learning styles, student reflections etc.
   

WHAT I THINK
I personally love the ease of PowerPoint’s. They can be visually stimulating and provide consistency as a resource to go back and read clarity on an area. They are a powerful tool that I enjoy using through flex education. To me they are a briefing paper on what I need to learn.
The only thing that I would love to be able to do is have a program where a PowerPoint can be used like a wiki and others can add input. Robyn Petersen demonstrated a similar technique in a web conference for e-Learning on 19/07/2007 through the elluminate (http://www.elluminate.com/) program. This is something that I would enjoy learning more about. I have only listed a few positive aspects of PowerPoint, and could only think of a few minus. I believe that the adaptability of the program in an educational setting for use by teachers and students is immeasurable and ICT developments will only add to useability.

Multiple Intelligences of 11 Year olds.

I work with students who are supported by the Special Education Unit to assist them with their progress through schooling and their day to day learning. In particular three students have a diagnosis of Autism Spectrum Disorder, and are all 11 years old. I asked the students to complete the Multiple Intelligences Test on the website http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

This exercise in itself was an interesting experience. I explained to the students that I wanted to teach them how to do a 'blog' and in order to do this, I needed them to do a test which would show me 'what was the best way to teach them' to do this. (What's in it for me?) It was then interesting to watch them, read the questions, then formulate a response. Some answers were quick responses, and some were a considered response with verbal justification (to me). "I have picked this answer because I know all the music for the DSi games, but I don't like music".

I did not influence any of the answers but did have to explain some of the questions to allow a more adequate response.

This is Student T. He is a high functioning student who is quite high on the Autism Spectrum but can also function within a supported learnng environment. He does not enjoy sports, or running around, he is not interested in other students, and links his knowledge to his DSi or playstation games. He struggles with journal writing as he does not view his daily activities as 'interesting'. He is good at drawing, very good at mathematical problems, quick at puzzles, and excels in helping me with ICT problems. Although the students have not been taught the 'setup and use' of the Interactive whiteboard, he watches and learns from other teachers and is quick to point out what I am doing wrong, and usually has a suggestion or two to help.

This is Student C. She is also a high functioning student diagnosed with ASD. She has a second diagnosis of Intellectual Impairment. She is definately a visual learner in tasks and learns best with diagrams and short and specific instructions to undertake a task. Like Student B she comes enjoys running around with 'friends' but she must be the one who dictates the terms of the games. Her games are based on television series and she goes through particular stages where she is obsessed with a particular character. Currently it is Ben 10. She has no special interest in computers or playstation games like the boys do. She enjoys helping others.

This is Student B. He is a male student who is low on the ASD spectrum and very high functioning. He enjoys music but loves being outside running and playing with friends, but he has to dictate what the game is. He has low social skills. He lives on a small property with family where the lifestyle requires him to take an active part in the day to day running of the famly farm.

From experience it has been discovered that all three students all learn best when the learning tasks are related to them. Not them as a group, but them as individuals. It is now interesting to see the results of these tests and confirm our beliefs. It was also interesting to explain the results to the students to help them understand about themselves and how they learn. But then again, that's what the results showed, they learn best when it is about them.

Website and Wiki

My wiki link is: http://s0152792.wikispaces.com/ I want to start a discussion on privacy on the internet if anyone is interested. I have written up a few of my thoughts and am keen to see what everyone else's opinions are. Please visit me.

My website link is: http://s0152792.weebly.com/ please have a look at my work in progress.

Thanks again for visiting..

How Is It Going? Is there anyone out there?

Is anyone else finding frustration with the fact that you can't write something up in Word, and then copy and paste it into a New Post? OR Can you actually do this, and I am doing it wrong?

Please, please, please let me know...

Blogs v's Wikis

BLOG & WIKI
The word ‘blog’ comes from two words: web; log. There are various definitions and analogies on the internet for a ‘blog’ however the Macquarie Dictionary (2006) defines ‘blog’ as 1. A record of items of interest found on the internet, edited and published as a website with comments and links. 2. A personal diary published on the internet.

The Macquarie Dictionary (2006) defines ‘wiki’ as “a website in which the contents are contributed and edited by visitors to the site. (from the name of the original site, WikiWikiWeb, created by Ward Cunningham in 1995, derived from Hawaiian wiki wiki meaning quick).”

WHAT I THINK -BLOG
Again, I am very new to blogs and blogging, and although I have viewed ‘professional’ blogs by academics and others on the internet, I do not subscribe to or follow any blogs; this is the first time that I have created a blog. I first became aware of the ‘wave of interest’ that a blog can create in the movie “Julie and Julia”. Where the character Julie creates a blog to document her journey of cooking recipes from a cookbook by the author Julia Childs. The movie is actually based on two true stories of how a ‘blog’ changed the life of the blogger Julie Powell. The actual real life blog (warning: it contains obscene language) can be found at http://juliepowell.blogspot.com/
This is the blog that the movie was based on. I wonder if anyone will view our academic blogs in the same fashion? Want to learn more? Here is a link to a youtube clip which explains blogs:
http://www.youtube.com/watch?v=NN2I1pWXjXI

So, what is a blog? A blog is basically an online sequence of entries similar to a diary that one person creates and modifies for the information of others. Other people can follow the blog, and create comments to each or all entries.

WHAT I THINK -WIKI
I have to admit that I am very new to wiki’s. I have not even viewed a wiki, but have heard about them. I watched with interest the youtube clip: http://www.youtube.com/watch?v=-dnL00TdmLY
which easily translates what a wiki is, how to use one, and identifies how to create one.
The most famous wiki is obviously the Wikipedia http://en.wikipedia.org/wiki/Main_Page

Wiki’s are a form of blog that can be edited and changed, in fact that is their main purpose to be a form of blog or a ‘mind map of lists’ that can be added to or changed or modified by anyone who has access to them.

A wiki is different to a blog because a blog is generally one person contributing to and maintaining entries; however a wiki can be changed or modified by anyone. A blog works in reverse sequence with the latest entries being the ones that appear first.

PLUS -BLOG

• Reaches anyone with access to World Wide Web.
• Can be created and maintained by an individual for personal interests or a professional for business interests.
• Entries cannot be changed by anyone.
• Easy to create.
• Can be modified or used for any individual purpose.
• A useful learning tool for students to maintain records during investigations or for personal reporting.
• A useful tool for sharing of information to masses across the world. E.g. family or business associates.

PLUS - WIKI:

• Useful tool for business or personal use where one central area is required for sharing of information.
• Provides an area or forum for online mind map or sharing of thoughts ideas.
• Uses in personal or business areas.
• Reaches anyone with access to World Wide Web.
• A useful learning tool where students can share ideas when they are thought of.
• Modifications can be made immediately by anyone and all users are aware of changes.

MINUS - BLOG:

• Can be time consuming creating entries and adding information.
• Can be time consuming reading and commenting on others blogs.
• Obscene language is not edited in personal blogs and may be inappropriate for younger students/children.

MINUS - WIKI:

• Can be time consuming creating entries and changing information.
• Anyone can make changes to information, unless it has security.
• Contributors may prefer to discuss information first before adding contribution e.g. a teleconference or web conference.
• Does not allow contributors to brain storm by bouncing ideas verbally through discussion.

IMPROVE INTERESTING IMPLEMENT - BLOG

• Excellent sharing tool for group activities in class where records and observations can be kept and comments made by others can be recorded.
• Excellent incentive for students to improve quality of work to a standard where it is suitable for contribution to ‘blog’ either class, school, project or personal.
• I have started a ‘project room’ for students working in the school special education area where they write up their journal entries each day. They then get to look at each others and comment. Others in the school, including their class teacher will also have the opportunity to comment. By knowing that their work will be ‘published’ and ‘read’ by others the students have already raised the standard of their daily efforts in their contributions to work which will be put in their blog.
  

IMPROVE INTERESTING IMPLEMENT - WIKI

• An excellent idea which may fit best for students in high school or higher education to undertake the responsibility of adding to the wiki’s, if it is for learning purposes.
• Primary aged students may find wiki’s useful in a K-W-L format where the teacher is the moderator to the contributions and modifications.
• May be useful when brainstorming ideas for projects.
• In the area where I currently work, I cannot forsee me using a wiki with the students, however because it is a ‘list’ style of recording, it may be of interest to students who enjoy creating and maintaining lists. This is apparently evident in some students with Aspergers or Autism Spectrum Disorder.

Reference

The Macquarie Concise Dictionary (4th ed.) (2006), MacquarieUniversity, NSW: TheMacquarieLibraryPtyLtd

Concept Map Engagement Theory

The above mindmap is my analysis of the learning design framework "Engagement Theory" (Kearsley & Shneiderman). From the learning theories discussed namely:

• The Bix 6 (Eisenberg & Berkowitz)
  
• TPCK (Mishra & Koehler)
  
• Engagement Theory (Kearsley & Shneiderman)
  
• Dimensions of Learning (Marzano & Pickering)
  
• Productive Pedagogies (Education Queensland)
  
• QCAR framework (Essential Learnings) (Qld Studies Authority)

I have chosen "Engagement Theory" as the learning design that I feel would be most suitable for digital learning design. As outlined above the framework considers three components:

1. Relate - students work in a collaborative team and develop team skills using ICT including email; webconferencing; wiki's; chat rooms; to communicate ideas and thinking around a problem based project.




2. Create - students work to develop skills and find a solution to a problem through use of ICT, the students identify it as a purposeful activity and not merely a 'school activity'.




3. Donate - students make a valuable contribution to the team whilst learning, the problem must be one related to the 'real world' that the students can identify with outside the school, thus creating an authentic learning experience where skills learned can be 'adapted' to real life problems that assist students to make decisions in their daily lives.

The "Engagement Theory" also incorporates ideals found in other learning designs (Productive Pedagogies; Essential Learnings and Dimensions of Learning) which shows its adaptability to inclusion of ICT across the Learning Management stream and into the classroom through cross curricular activities in the curriculum.

Plus: It is an adaptable tool that can be used across the curriculum. It has focus of engagement on meaningful and real-world learning activities that students can relate to in their day to day living, which is consistent with the Essential Learnings and the proposals in the new Australian Curriculum And Reporting Authority (ACARA) from the MCEETYA Conference (Melbourne 2008). It also provides the opportunity for ICT skills developed in one KLA to be used or adapted for different purposes depending on the problem based project. It appears simple to implement and can be used in conjunction with other pedagogical framework already in place (eg Productive Pedagogies; Dimensions of Learning).

Minus: At this stage, I could not forsee any problems until I used the framework in a Unit Plan or lesson.

Improve Interesting Implement: I would use this framework on unit plans already in place to enhance the ICT content. It could be used across the curriculum on an problem based project. It encourages the students to discover, use, implement, expand, their knowledge through using hands on ICT whilst working in a group to problem solve. Obviously basic ICT skills would be required however it would also provide opportunity for effective feedback to students as they became more confident in its use.

What I think: I suspect that this is the framework that the current Managing E-Learning course is built around. I will definately be using this as part of my studies and in the classrooms. What do you think?

References:

Ministerial Council on Education, Employment, Training and Youth Affairs (2008) Melbourne Declaration on Educational Goals for Young Australians. Retrieved March 10, 2010 from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Mishra, P. & Koehler, M (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Retrieved on 15/07/2010 from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

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.

The State of Queensland – Department of Education and Training (2002). A Guide to Productive Pedagogies – Classroom reflection manual. Queensland, Australia. Curriculum Implementation Unit. Retrieved July 22nd, 2008 from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html

Concept Mapping for Learning

Hello, here is my bubbl.us version of my mind map for Week One. The link to the website is: https://bubbl.us/beta . I think mind maps are fantastic and was first introduced to them two years ago at the start of study at CQU.

Plus: The mindmap is an excellent tool for learners of all learning styles as it can be visual, physical, done by a group, or a single person, it is adaptable to any task and it has immeasurable links and can always be expanded or made into another mindmap. It is also called a concept map. It is easy to read and follow.

Minus: I enjoy the physicality of writing things down and drawing arrows and making little notes beside what I have written. I can do this on paper on a mindmap but it is a challenge using the bubbl program.

Improve Interesting Implement: I think the program will only get better as time goes on, and it is only a digital version of what we can already do. It is interesting as it eliminates anomalies like a persons scribbly handwriting. It enlarges as you add things to the limbs. I would definately use this program with students as an extension of writing up the mindmap on the IWB or whiteboard. I would particularly use it for students who have difficulty writing stories and making sentences. This could be done with individuals or as a group or class exercise. The students could print out a copy and have it at their desk or online and refer to it when writing. Its uses are unlimited and this is just one example. In most of my LEP's so far, I use mindmaps as a way of establishing prior knowledge of my students.

Learning Style

This diagram is the result of an online questionaire from http://www.learning-styles-online.com/inventory/ where I answered some specific 'closed' questions to identify my learning style. Looking at the diagram, from my point of view, it indicates that I am strongest in my solitary and physical areas. This is interesting as I work as an Educational Interpreteur and use Auslan (Sign Language) as a form of communication. I also work one to one with the student and although we are part of a class, it is a solitary working experience. I also study (by flex) by myself. According to the website http://www.learning-styles-online.com/inventory/ the learning styles are defined as:

Physical (kinesthetic): You prefer using your body, hands and sense of touch.

Solitary (intrapersonal): You prefer to work alone and use self-study.

Interestingly when I first completed a similar test three years ago, my learning style indicated that I was a visual learner. Although it is still one of my strengths, it didn't record highly this time. My opinion is that I haven't changed my learning styles, I know that I am still a visual learner, however, my strengths in the physical and solitary have increased simply because of the style of work and study that I am now involved in. This would indicate then that although the graph indicates one thing, I am aware of the changes and differences in my life that have implicated the change. As an LM I would need to be aware of these considerations when teaching a class of students.

In a traditional classroom, I would look to use all these learning styles across the curriculum. I believe that exposure to different 'experiences' through different 'learning styles' would not only allow students to learn in their preferred way, but would also help to strengthen their other areas.

Examples of incorporating these learning styles using digital pedagogy include:

Visual: Interactive Whiteboard (IWB) for images, graphs, mindmaps, youtube, powerpoints.

Aural: Video clips, music, songs downloaded onto i-pods or mp3's.

Verbal: Recordings of notes on laptops or i-pod, Marvin program, scanning stories, storybook weaver.

Physical: Videoing or photographing projects or activities, claymation, cartooning, wii games, i-pod or i-pad, computer keyboard activities.

Logical: Games and activities using learning objects on TLF (The Learning Federation), interactive games specific to KLA.

Social: Group challenges or investigations using ICT rotation for research on computers, i-pods, IWB.

Solitary: Quiet area for access to review of class activities or undertake own challenge or self discovery. 100 question challenge using research on internet. Research information for homework. Access to teaching blog for submitting ideas or review of lesson. E-mail options for homework.

WHAT I THINK:

Plus: Teaching to individual learning styles in an 'effective teaching' strategy. To be an 'effective teacher' one must first recognise and understand these styles in their own learning and teaching before trying to program them for students.

Minus: In a large class it can be difficult at times to include all styles in all activities. It can be time consuming to prepare resources and activities to benefit all students all of the time. It also may take time to get to know individual students and what their particular strength is.

Interesting Improve Implement: As a beginner LM it may take time to gather 'resources' and to identify what is suitable for when and why. This would be when it would be effective to talk to other teachers who have taught the students beforehand and gain from their experience. Review of student portfolios and talking to and observing students whilst they are working may also help to quicken the understanding process for an LM. This is definately an Implement strategy that is a basic of teaching. To be an effective teacher, you must consider 'learning styles' if you want your students to succeed and learn. It is the 'yeast' of the teaching recipe.

Blogging

Whilst I am new to blogging, I am not a novice as far as computers and technology go. I e-mail at home and at work, I have an i-pod, I use an i-pod as a teaching tool at school, I txt instead of calling ppl, I have a study buddy (hi Judi) who I chat to all hours of thenight and day (using msn) about uni - interestingly we have never met. I also use the IWB at school, I have a facebook profile, and check the weather, my horoscope, book overseas holidays and do everything else on line including, (I have kept the best til last) shopping on-line.
However, the one thing that I do not do on-line is discuss specifics about family and friends. It is not because I am a private person, it is because I do not want to expose them to 'the world'. I would hope that my friends and family feel the same way about me and want to protect me.
The thing that we have to remember with technology today, is that once an image or text is out there on 'the web' there is no way to retrieve it. You can modify it, but so can others. You can retrieve it, but so can others. If we as future LM's have the best interest and safety (a requirement of the job of teaching) of children at the forefront of our thinking, then we also have to be aware of the 'safety' of the students when we are teaching them to use a tool like blogging.

WHAT I THINK:
Plus: Blogging would be a fantastic tool for all students as a communication device, or to record progress on a particular topic or subject at school. For students who struggle with writing it is a tool that may assist them by writing stories and 'blogging' it up. For students who are schooled by distance education or study by 'flex' it is a great tool to read what others are thinking, and to add comments. If it is for a particular project or topic, it also provides an avenue for 'feedback' from others, either peers or teachers.
Minus: Blogging, or following others blogs, like Facebook, can be very time consuming. This is particularly if you are following a lot of blogs, or people put a lot of 'extra unimportant stuff that no one really cares about' that you have to read through to find out there was nothing of interest there in the first place. The other minus is one I have already raised, and it is one of safety. Safety for individuals and safety for family and friends. Unfortunately the big wide world is not a safe place, and it only takes one individual to misuse your information, in any way they want, and your world suddenly becomes very small and scary.
Improve Interesting Implement: Considering the safety issue, as part of 'effective teaching' I would incorporate this into the lesson for students. I would ensure that if they were 'blogging' that is was on a secure website such as "Learning Place". Just as we teach students 'road safety' I would include 'web safety' as part of the 'protocols and procedures' for netiquette.
As a learning tool, I would use blogging for the students (SWD) that I work with and when they have completed some excellent work, they could 'blog it' and other students in that group, or the class teacher could post comments.

Thinking Strategy

A requirement of this blog is to analyse elearning tool/methodology, specifically the active learning and ICT learning design frameworks. Part of the analysis is to identify how to apply these to the learning environment where I am currently attached. As I work in a Primary School, and work with special needs students, but specifically with hearing impaired, I will try to give my followers my best opinions. To do this successfully, I will try to outline the frameworks using one of the 'Thinking Strategies' of Eric Frangenheim (http://www.rodineducation.com.au/) namely PMI (Plus Minus Interesting). Further details of this strategy can be found in Eric's book "Reflections on Classroom Thinking Strategies". Similar to de Bono's six thinking hats, (http://www.debonothinkingsystems.com/tools/6hats.htm) which most people are familiar with, Frangenheim's strategy is a tool that I find is effective for me to quickly form thinking patterns to form initial opinions as it looks at the plus, the negative and how to improve aspects of a topic. Further to the improve, one can add interesting and in this instance I will add implement, as I intend to state my thinking around where to implement the frameworks into the lesson plans, and curriculums that I will be teaching. So my thinking strategy is really a PMIII. Plus Minus Improve Interesting Implement, based on Frangenheims PMI.

First Blog...

Hello and welcome to my first blog.
In this blog I intend to track my learning journing of the CQU course: Managing E-Learning for Term 2 2010. I am undertaking this course as part of an Associate Degree in Learning Management. The course is offered as an on-line flexible program, and encourages students (particularly flex students) to interact with each other by providing feedback to each others blogs, and also through on-line discussions within the security of the University's moodle network.

As part of an effective learning process for me, it is important for others to comment on my blogging, and I welcome any constructive comments and debates. I feel this is particularly important to my learning and that of others not only in this course, but for all students studying by flex as this simulates in a virutal world the robust conversations that would be had during class tutorials. From previous experience, this helps with clarity of ideas and information and retains the focus on the outcomes of the course.

Thank you for reading, and please come back to visit at any time.
Wendy.