Sample Blog Post - Adventure

(General introductory sentence to provide an overview of the chosen film that is being studied). A prominent film of the adventure genre is Indiana Jones and the Raiders of the Lost Ark (1981), directed by Stephan Spielberg and starting Harrison Ford....

The film is a undoubtedly a part of the adventure genre and includes and displays most of the fundamental elements of the adventure genre. The following list shows this relationship by comparing elements of the adventure genre and how they are displayed and reflected within the film (this does not have to take the form of a list, you could also use a paragraph, table or concept map). (Gather the evidence)
Indiana Jones and the Raiders of the Lost Ark, in relation to the adventure genre, employs:

• The use of a male hero, in the character of Indiana Jones, who is an archaeologist
• Is predominately situated a number of distant locations and faraway lands, from the temples of Peru to the deserts of Egypt
• Actively resolved around an important object with the power to wield tremendous power; the Ark of the Covenant
• A type of romance in the relationship between Indiana Jones and Marion Ravenswood

(Provide a closing statement) In conclusion, the presence of these elements in Indiana Jones and the Raiders of the Lost Ark undoubtedly represent it as a film of the adventure genre.

Week 8 - Reflective Synopsis

The emergence and continual radicalisation of digital technologies and ICT require teachers to understand and implement e-learning and digital pedagogy into their classrooms to develop students’ technological competencies and give them the tools to strive in our modern society. This posting provides an overview of the particular e-learning theories and digital pedagogy explored over the last seven weeks that can be used to support, enhance and transform student learning within the classroom, and also presents a detailed plan for the legal, safe and ethical behaviours and use of digital technologies and ICT within the classroom.



Source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-AOz4S4TfBC0uzq5Cp7mxpSrrgK85mtsDNpaOyO9G5C2m_mwmbrFfaTEdqnT-gXmX3AL_iu08hf5JhkCmDqxa3WH9bqWd6vxohfIfQKBOVhBVB9bx99e7NOH7SGdUrF49_UFbczGWkvA/s1600/ict-solution1.jpg

In the realm of e-learning theory, several models and frameworks have been identified and explored, which in their implementation have the ability to support and enhance student learning in the classroom. De Bono’s six thinking hats help inform decision making and provide different perspectives in the classroom. There are six different coloured thinking hats and each denotes a particular type of mindset or skill. The SAMR model is a transformative framework for implementing digital technologies and ICT into the classroom. The model includes four distinctive levels; substitution, augmentation, modification and redefinition. The European Creative Classroom Framework are creative classrooms that embody digital technology and ICT to enhance and enrich students’ learning experience. The nature of audience and purpose is also an important consideration in education as it ensures that presentations are highly reflective of their type of intended audience (the students) and the aims in which they convey (the content).

In the realm of digital pedagogies, multiple types of e-learning spaces and tools have been identified and explored that have the power to enhance student learning and outcomes within the classroom. Online learning spaces such as websites display and present resources and information in a simple, easy to use interface to prompt student engagement in the classroom. Digital Tools such as videos are used to display and present information in a multi-faceted interacted way to students in the classroom. Presentation tools such as PowerPoints are integral to be able to enhance learning experiences and display and present information quickly, easily and effectively for students in the classroom. Interactive learning tools such as Google Docs allow teachers to use interactive online documents a devices which facilitate collaborative learning and help to engage students in the classroom.

Source: http://www.bctec.co.uk/Images/education-ict.jpg

Teachers need to also be aware of the legal, safe and ethical issues that are associated with the use of digital technologies and ICT for learning in the classroom. These issues could include plagiarism, though the unauthorised replication of other students’ work or of sources accessed on the internet, cyber harassment and cyberbullying through social networking sites such as Facebook or Twitter or internet chat rooms or through e-mails, the accessing and sharing of inappropriate material located on the internet, such as sexual content or pornography or extremist or violence websites and privacy concerns, such as leaking of personal information or material through social networking sites, other websites or to other students such as usernames and passwords, confidential employment or personal financial information.

To reduce the negative and detrimental effects that can these issues can produce; the following is a detailed plan of actions to promote legal, safe and ethical behaviour and use of digital technologies and ICT in either an accounting or english classroom context.

· Use originality and plagiarism technologies and programs to check students’ work and assessment tasks such as Turnitin or Plagium.

· Follow the relevant sector (catholic education or state) or associated school’s policies and guidelines for ICT use and protocols for bullying and harassment in the school environment

· Monitor students’ use of ICT when completing activities in the classroom using technologies and programs such as SychonEyes or UserMonitor.

· Monitor students following common guidelines for safe and acceptable ICT use, such as students not sharing or distributing their usernames or passwords.

· The implementation of lessons and learning experiences on appropriate content to be accessing on ICT and the internet and the nature and degree of personal information that is acceptable to share on the internet.

· Advise students on the actions to be taken if they believe they are being cyber bullied or harassed using ICT and digital technologies.

· Model legal, safe, ethical behaviours and use of ICT in the classroom to set a positive example for your students to aspire to and follow.

Source: http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/Women_in_ICT_brunette.jpg

Overall, the maintenance and participation in the blog has been a very informative and enlightening learning experience for me and has helped me to improve not only my technological capabilities, but has also transformed my teaching philosophy and rationale and beliefs and values associated with implementing and incorporating digital technologies into the classroom and undoubtedly improved and enhanced the way in which I will be able to use digital technology and ICT as a transformative learning pedagogical vehicle to improve student learning and outcomes within my future classrooms.

Week 7

Introduction

In our modern world, digital technology and e-learning has revolutionised education. Throughout the course of the term, in preparing and publishing blog postings for EDSE12024 – Digital Pedagogies in Secondary Schools, I have had the opportunity to interact and engage with fellow students and learners in a digital learning environment, Blogger. This limited online collaboration provided a number of benefits and successes, drawbacks and failures and learning experiences and outcomes, including:

Benefits and successes:

• The ability to read and gain ideas from other people’s thoughts and reflections
• The ability to gain a variety of viewpoints and perspectives on shared issues
• The ability to express opinions and provide feedback on other’s works and blogs
• The comments from others provide feedback and ideas for improvement on future work and blog postings

Drawbacks and failures:

• The nature of the tasks meant that collaboration was not really necessary to complete them
• The viewing of other’s blogs invites the possibility for illegitimate use or plagiarism
• Collaboration with others was not heavily monitored or facilitated, but instead learner-owned which meant that interaction and engagement was either not carried out at all or only minimally by some members of the learning environment

Experiences and outcomes of limited online collaboration:

• It built my technological knowledge and skill set, using the new and foreign type of digital technology, Blogger
• It built my professional knowledge base of other digital tools that I can use in my teaching through viewing and engaging with other’s blogs
• It helped me to gain an idea of how to work with and interact with others in an e-learning environment

Reflection of theory and experiences in relation to pedagogy and e-learning design

In the context of digital online learning environments and communities, there are two different types of learning approaches; cooperative learning and collaborative learning. Cooperative learning refers to “the process of working together to [achieve] the same end” (Morrison, 2012). In contrast, collaborative learning means “to work jointly on an activity to produce or create something” (Morrison, 2012). Cooperative and collaborative learning generally use different levels of cognitive processes and skills; application, planning and development as opposed to analysis, synthesis and problem solving respectively (Morrison, 2012). Group work, whether it is through cooperative or collaborative learning has the ability to help support student learning and outcomes in e-learning virtual classrooms or environments. According to Weimer (2013), it has the capability to generate five key learning outcomes, including:

1. The ability for students to learn and develop mastery of content and materials more effectively
2. The ability for students to learn the content at a deeper level using higher order thinking skills and processes
3. The ability for students to learn how a group or team functions effectively and productively to complete an activity or task
4. The ability for students to make better decisions and generate better solutions than if they were to work individually, through the sharing of greater knowledge, ideas and perspectives
5. The ability for students to learn how to work effectively with others, particularly others who may have different backgrounds or experiences to them, others who are unfamiliar to them or others they may disagree or dislike

This theory and experiences have influenced and impacted upon the pedagogy and e-learning design that I will implement and use as a teacher.  Morrison (2012) demonstrates the difference between cooperative and collaborative learning; both of which are approaches I can implement into my e-learning design to help engage students in their learning in digital online e-learning environments. Weimer (2013) has also enlightened me to the real value in group work in digital e-learning environments, whether it be through cooperative or collaborative learning, for improved student learning and outcomes. Finally, my experiences have aided me to improve my e-learning design and shown me that cooperative or collaborative learning in e-learning environments is likely to be more successful if:

• Students have the ability to view and provide comments and feedback upon others’ learning
• Collaboration is a necessary component for students to complete tasks and activities effectively
• Collaboration is well managed, supported and monitored in the learning environment with discussion questions or prompts to facilitate interaction if required

References

Morrison, D. (2012). Online groups – Cooperative or collaborative? Retrieved from: https://onlinelearninginsights.wordpress.com/2012/04/27/online-groups-cooperative-or-collaborative/

Weimer, M. (2013). Five things students can learn through group work. Retrieved from: http://www.facultyfocus.com/articles/teaching-professor-blog/five-things-students-can-learn-through-group-work/

Week 6

Introduction: A reflection of the European Creative Classroom Framework and the NMC Horizon Report: 2014 K-12 Edition

In the context of the European Creative Classroom Framework, ‘creative classrooms’ are defined as “innovative learning environments that fully embed the potential of ICT to innovate and modernise learning and teaching practices” (Bocconi, Kampylis & Punie, 2012, p. 7). The framework is classified into eight key dimensions and twenty-eight related reference parameters that are integral for embedding ICT and digital technology into the classroom, and transforming learning environments into ‘creative classrooms’ and teachers’ traditional educational practice into ‘innovative pedagogical practices’ (Bocconi, Kampylis & Punie, 2012). The European Creative Classroom Framework supports the rationale that the implementation of ICT and digital technology into the classroom is critical to enhance and enrich learning experiences, promote learner engagement and motivation in the classroom and develop students’ 21^st century skills such as problem-solving collaboration and communication (Bocconi, Kampylis & Punie, 2012). 

Image Source: https://moodle.cqu.edu.au/mod/page/view.php?id=16637

The NMC Horizon Report: 2014 K-12 Edition also emphasises the importance of implementing ICT and digital technologies into the classroom. It conveys the idea that “teachers are no longer the primary sources of information and knowledge for students” (Johnson, Adams Becker, Estrada & Freeman, 2014, p. 6). Knowledge and information can now be readily and easily accessed by students through the use of ICT and digital technologies. In order to take advantage of this phenomenon; teachers must now adapt their pedagogies and leverage ICT and digital technologies to prepare students for the challenges of the 21^st century workforce and the global economy (Johnson, Adams Becker, Estrada & Freeman, 2014). 

Prior to reading these publications; I held the belief that ICT played a fairly considerable role and held some significant value for improving learning and teaching outcomes and processes in education. However; after reading and reflecting upon the ideas presented in these publications; I now realise that my beliefs and values about education would have to change to accommodate with the implications of the emergence of ICT and digital technologies. In order to help prepare my students for the complexities of the changing world; I now hold the belief that the implementation of ICT and digital technologies into classrooms is fundamental for the future of education to enrich and enhance learning experiences for students and improve learning outcomes.

There are a range of technologies available that can be implemented in a classroom to improve student learning and outcomes. However, this blog posting will focus particularly on simulations and interactive technology.

List of Ideas for Further Exploration

Simulations and interactive technology are very powerful tools that have the ability to revolutionise teaching and learning experiences in a range of discipline areas. The following is a list of tools and ideas for further exploration that I would envision myself using as a teacher in the future in my discipline areas; accounting and english.

Accounting:

• Collaborative Authoring: Google Docs, TitanPad
• Online Concept Mapping: Bubbl.us, Text2Mindmap

English:

• Interactive Learning Objects (English curriculum & content based)
• Collaborative Authoring: Google Docs, TitanPad
• Online Concept Mapping: Bubbl.us, Text2Mindmap
• Online Timelines: Dipity

The interactive tool chosen for further investigation is the collaborative authoring tool: Google Docs.

Technical Aspects: An Overview of Google Docs

Google Docs are a powerful technological tool for document sharing and collaborative authoring across a range of users in real-time. Google Docs are freely and easily created online using a Gmail account and Google’s Web Services. They include a range of document options; word documents (Google Docs), spreadsheeting documents (Google Sheets) and PowerPoint presentations (Google Slides). The creation and manipulation of a Google Doc is a very easy and simple process, with no extensive prior experience needed to either use or operate it successfully. Furthermore; to aid user use and operation; the layout and most functions of a Google Doc closely match those of popular Miscrosoft Office Programs; Mirosoft Word; Micrrosoft Excel and Mircrosoft PowerPoint. Google Docs have the ability for both single and multi-authorship amongst several authors. The multi-authorship capabilities of Google Docs are revolutionary as they allow users to work and collaborate together, edit and comment on a document from any distance around the world in real-time.  Privacy can be easily maintained with a Google Doc, simply by limiting who has access to view and/or edit the document. Google Docs also allow the user a range of options for customisation, including: the font size and style, paragraph styles, alignment and line spacing and text colour and highlighting in a Google Doc; font size and style, alignment, spacing, text colour and highlighting, cell colour shading and borders in a Google Sheet and font size and style, alignment, spacing, text and background colour and themes in Google Slides.

Application of Google Docs in a Classroom Context

What learning outcomes can Google Docs support in a classroom?

Google Docs can be utilised as a powerful collaborative authoring tool within a classroom. They can support a range of learning outcomes, including:

• Improving and developing students’ ICT and digital literacy skills
• Developing students’ ability to comprehend, analyse, evaluate and reflect upon content and  information in the completion of tasks and learning activities
• Developing and improving students’ ability to locate, arrange and organise information to create new documents
• Improving students ability to learn and complete tasks effectively in or as part of a collaborative team

What sorts of materials/activities can Google Docs support?

A range of materials and resources can be inserted into a Google Doc, including:

• Text – Passages from the set textbook or in-class readings or handouts, important terms and definitions, discussion questions and learning activities to support explanation of content and completion of class tasks and learning activities
• Tables – Procedural information or important terms and definitions to support explanation of content
• Images and Drawings – Photographs or diagrams – flow charts, concept maps to support explanation of content
• Links – To encourage students to view other important and related content and information

Google Docs can also help teachers and students in a classroom, providing a number of benefits and supporting a range of activities, including:

• The ability to create, access and share documents from anywhere on a range of different devices including computers, tablets and mobile phones
• The ability for students to work collaboratively together in real time without being in the same physical location
• Can assist students to analyse and evaluate information and reflect upon their learning to complete in-class tasks and activities
• The ability to check each student’s input in collaborative tasks with document statistics and revision history
• Can assist students to present, arrange and organise information as a platform to complete class discussion or reflection questions or to help complete assessment tasks
• Can develop students’ ability to work together on tasks effectively as part of a collaborative team
• Can increase student engagement, interest  and motivation within the classroom

How can Google Docs be applied to my pedagogy and used within a classroom?

Google Docs can be utilised as both a powerful learning and collaborative authoring tool in a classroom. They have the power to completely transform my pedagogy and enhance both teaching processes for teachers and learning experiences for students. The SAMR model below shows some of the ways Google Docs can be used within a classroom.

The SAMR Model:

Substitution	Google Docs are used purely as a substitute for traditional teaching methods to display content that is already readily available in hard-copy format. For example: In an accounting classroom context, this may include creating a Google Doc to display and present to a class, textbook accounting terms, worked examples and definitions to aid student learning of key terms and concepts.
Augmentation	Google Docs are used to support students’ learning where teachers can share documents to students in real time in a lesson, which students can then access readily and easily later. These documents can present additional resources which are relevant to the teaching content such as, images, tables and links which were previously not accessible or available without the implementation of ICT. For example: In an english classroom context, this would allow teachers to support students’ learning through providing additional resources to students readily and easily in real time to enhance understanding of a particular topic, such a images or links related to particular in-class topics such as literary theory, Shakespeare or poetry.
Modification	Google Docs are used to enhance students’ learning as a platform which allows teachers to reconstruct and redesign learning experiences and allocate tasks to students. For example: In an accounting classroom context, this would allow teachers to assign tasks to students which require them to reflect on their learning through the creation of a Google Doc where students can all contribute and work together as a class or in groups to complete discussion questions on particular learned topics or concepts, such as “What is Internal Control?” or “What is the purpose of each of the financial statements?”
Redefinition	Google Docs are used to transform students’ learning as a platform which allows teachers to create new tasks for students that would have not been possible without the creation and implementation of Google Docs technology. For example: In an english classroom context, this would allow teachers to use Google Docs as a collaborative platform for students to complete group assessment tasks, where students can work together to create a monologue, a pitch for a TV show or movie, a short story or a poem.

Evidence of Technical Proficiency: Model of Google Doc

This is a model of a Google Doc. It is an example of the types of tasks that students could work together collaboratively on and create for an assessment task. It is a pitch for a mockumentary or small mini-series about Beef Week.

Link to Google Doc

References

Bocconi, S, Kampylis, P & Punie, Y. (2012). Innovating Learning: Key Elements for Developing Creative Classrooms in Europe, Retrieved from: http://ftp.jrc.es/EURdoc/JRC72278.pdf

Johnson, L, Adams Becker, S, Estrada, V & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition, Retrieved from: http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf