Reflective Synopsis of the Technologies I have encountered in this course...

Recently I was sitting with a group of friends that all had children ranging in age from new-born to late-teens. The conversation drifted from subject to subject, until it came to our children - their education or lack of, how to get them outside more often and away from the computer or play station, how to get them to read more, and a variety of other concerns all involving technology of some sort. Seven weeks ago I would have joined this conversation, today I would not! The course Managing E-Learning has given me a fundamental understanding of how digital natives (Prensky, 2001) think, learn and behave. Consequently it has changed my view on this generation of kids persuasively. I personally feel Mark Prensky (2001) should add another type of digital persona to his list, that of a `digital alien`.

The majority of ICT`s (Information and Communication Technologies) introduced through this course I have not ever used and initially struggled with the concepts and reasons why these would or could engage students with their learning, my thoughts were similar to that of a teachers remark, “I don’t see what is so much more engaging about this other life, other than the pretty graphics”, which can be found in the article Engage me or Enrage me (Prensky, 2005). Surprisingly I found the answer to those initial struggles in `the pretty graphics`. Though not by reading alone, instead I became engaged with my learning. Kearsley and Schneidermans (1999) suggest in their Engagement Theory that meaningful learning occurs where students actively participate; in activities, interaction with others and perceiving the task as worth while. The three elements that aid in the Engagement Theory are relate, create and donate. It is this framework I utilised for my own learning experience and it is through this framework that I began to understand how to engage students with the use of ICT`s.

The technologies introduced in this course that have given me insight into how best to engage digital native are Vokis/Avatars, Online Quizzes, Podcasting, Google Earth, Mahara, Wikipedia and Digital Storytelling. Though Power Point is the one I see as the most effective at this point in my learning journey, for these reasons; it does not require Internet access unless one wants to donate their work, it is easy to use, has multiple functions - that this course has helped me discover- and that it can be embedded into other programs or ICT`s such as Blogs, Wiki`s and Mahara. Even though at this stage I feel Power Point the most effective for me to use, I do see myself using different ICT`s in the future.

Throughout the first half of this course I have actively involved myself in the majority of all processes, from reading, doing the activities, creating and donating my own work, replying to comments made on my Blog, adding my own comments to Blogs I have been following and ones I have not, joining forum chats and listening to what my cohorts were saying or asking. Even though I classify myself as an autonomous learner, the whole experience has shown just how connected to the rest of the world I could be and am. One principle of the learning theory of Connectivism (Siemens, 2004) is, the `Capacity to know more is more critical than what is currently known`, meaning personally, there was room to learn and an offer - through engaging in this course - to learn differently.

Being a student Learning Manager still in their first year I also struggle with the concept of teaching strategies that could assist students in acquiring and integrating knowledge and truthfully some of the technologies introduced in this course I still have no idea of how to utilise into classroom teaching strategies. Siemens (2004) concludes his article on Connectivism by saying,` Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.` The technologies introduced in this course that have given me insight into the digital era . My journey to digital enlightenment will not end here, it will be an ongoing journey that might not end until the lights actually go out, but until then my endeavors to reach the ranks of `digital immigrant`(Prensky, 2001) will continue.

List of Blogs I commented on:

http://myblogckeegan.blogspot.com/
http://jimslearningjourney.blogspot.com/
http://tonytalk68.blogspot.com/
http://shihosroomblog.blogspot.com/

Mahara e.Portfolio Access URL: Valid from 21/08/2009 to 21/09/2009

http://cqu-mahara.netspot.com.au/view/view.php?t=94w2jKKuolgv3q65kFN1

Dominique

References:
Kearsley, G., & Shneiderman, B. (2008). Engagement theory: a framework for technology-based teaching and learning. Retrieved August 19, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved August 19, 2009, from
http://www.elearnspace.org/Articles/connectivism.htm
Prensky, M. (2005). Engage me or enrage me: what todays learner`s demand. Retrieved August 19, 2009, from:
http://net.educause.edu/ir/library/pdf/erm0553.pdf
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved August 19,2009, from:
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Student Fickr synopsis...

There are many ways in which Flickr can be used by students. Though the content area the students are required to focus on determines which type/style of image is required. For example,
Cooking Class: content area - group work on `Foods from differing Cultures.`

1. Each group is given a culture and required to research the cultural specific food items.
2. Include both written and `visual (they could use Flickr)` information.

It is only a simple design, asking the students for specific information - written and `visual` information on the types of foods from the culture they were give.

Dominique

References:
Flickr. (2009). Retrieved August 19,2009, from,
http://www.flickr.com/

Student Quizz Synopsis...

According to Marzano and Pickering (2006, p. 43), many cognitive psychologists see knowledge falling into two categories : Declarative knowledge - what the learner knows, and Procedural knowledge - what the learner is able to do. Acquiring and internalising knowledge requires both a declarative and procedural component in most instances. To put it simply, knowledge is not meaningful unless you understand what you are doing and doing what you understand.
Even though the educational setting I am placed with at this moment does not allow for the student use of technology, the design of Learning Experience Plans that focuses on students working in groups and developing their own quizzes online would follow a procedural knowledge path of acquiring and integrating knowledge, that is:

• Constructing models: have the students decide what questions they want on the quiz and also knowing the answers as well as false answers for different variety of quiz questions in these programs. Enter these questions onto the online quiz.
  
• Shaping: have the students review the model quiz online, to see if any changes need to be made concerning the content and if the questions are really applicable to the content area.
  
• Internalising: share the online quiz with the other groups in the class and practice their quizzes, suggest any changes that could be beneficial to other groups and accept the comments from other group to see if it enhances your quiz.

Integrating technology into classroom tasks, enhances the meaningful acquisition of procedural knowledge for students. Although the design would follow a procedural knowledge path, the students declarative knowledge is utilised through the whole design process. Students win both ways.

Dominique

References;
Marzano, R., & Pickering, D. (2006). Dimensions of learning: teacher`s manual (2nd ed.). Heartherton, VIC, Australia: Hawker Brownlow Education.

Digital Storytelling...

After reviewing some of the different sites attached to this activity especially: http://www.storycenter.org/index1.html
and then watching a listening to some of the clips I was amazed at how deeply touched I was by the obvious effort, thought and feeling put into their production. Most of the clips I previewed were of personal stories, I would never have considered or even thought that storytelling through the technology/digital media would move me.
Educationally, Digital Storytelling by students is another way in which they could collaborate their efforts to digitally create a story and then post it onto one of the storytellers networks, blogs, wiki`s and the list can go on. The Learning Engagement Theory by Kearsley & Shneiderman (1999), discusses project orientated learning, this combined with the process behind successful Digital story's, give students a whole range of learning techniques based around one task. As mentioned in Digital Storytelling for Education (2009), students require writing skill, speaking and visual skills, technical skills and personal development skills. A whole range of Learning Styles/Multiple Intelligences can work together to produce a Digital Story.

Dominique

References:
Kearsley, G., & Shneiderman, B. (2008). Engagement theory: a framework for technology-based teaching and learning. Retrieved September 1, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Digital Storytelling for Education, (2009). Retrieved August 16, 2009, from, http://www.lubbockisd.org/sfirenza/storytelling/
Gardner, H. (2008). M.I. after 20 years. Retrieved September 1, 2009, from
http://www.howardgardner.com/Papers/papers.html

Student Blog Synopsis...

The educational setting I am placed with at this moment does not allow the setting up of Blogs with students, nor would there be time set aside for such.
Though if I was to set up Blogs with my students the design would follow a series of Learning Experience Plans that dealt not only with Blogging, but also the process and procedures for Blogging, for example:

• Subject matter and criteria of the Blog
• Development of the Blog with scaffolding
• Safety issues when dealing with a public domain
• understanding of copyright laws and rules
• Netiquette
• And the outcomes of the process

Initially I thought it would be good as a collaborative exercise - which it would - but then thought that individual attempts might show which students are doing well and which students might need more support. I think this might be a good tool to see: Learning Management Question (LMQ) 1 - What my learner already knows? (Smith & Lynch, 2006, p. 63) and LMQ 2 - Where does my Learner need/want to be?(Smith & Lynch, 2006, p. 63). These two questions form part of the profiling phase of students, therefore individual blogs would be a great start in determining what it is my student require from me educationally.

Dominique


References:
Smith, R., & Lynch, D. (2006). The rise of the learning manager: changing teacher education. Frenches Forest, NSW, Australia: Pearson Education.

Incompetech...

I downloaded from Incompetech, several songs from different categories and must have received mostly the shopping centre loud speaker variety by mistake.
Though in saying that and with copy right laws forbidding any use of music legally owned by others being used without consent or payment, it did become appealing.
Educationally for students to `jazz up` their work and make it more engaging Royalty Free music is a great legal option. Even for Learning Managers using ICT`s in instruction, music adds another dimension to learning experiences.

Dominique

References:
Incompetech, (n.d.). Retrieved August 14, 2009, from,
http://incompetech.com/

Power Point to Mediafire...

Thoroughly enjoyed making the Quiz on Power Point, I could see students enjoying the process to a certain degree. I feel they would lose interest simply because it would become a bit monotonous. And when there are programs like Online Quizzes that do all the work, it is easy to guess which one the students would ultimately prefer.
This activity reflects the notion of relate, create and donate - Engagement Theory by Kearsley & Shneiderman (1999). I related to the exercise, then created it and through MediaFire donated it.

http://www.mediafire.com/?sharekey=64eb88e48955aa72312dbd5f2bdc5062e04e75f6e8ebb871

Dominique

References:
Kearsley, G., & Shneiderman, B. (2008). Engagement theory: a framework for technology-based teaching and learning. Retrieved September 1, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm

VoiceThread...

Warning: Open this link in a new window or tab, otherwise SlideShare will not let you return here!
http://voicethread.com/share/580168/
I do not enjoy sites that do this , it reminds why I think the person who said computers will make life easier, had rocks in their head.

Dominique

Mediafire...

This is the link to the file I uploaded to Mediafire.
http://www.mediafire.com/?ifytmmtfhnx
This file is a draft Learning Experience Plan, not the original but the copy I give to the coordinator of our course to verify before use. In the context of Siemens (2004) theory of Connectivism, Mediafire would be a good way for people to share information, though I am not sure if it an invite only application and if so then it would have limits on its coverage range.

Dominique

References:
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved August 12, 2009, from
http://www.elearnspace.org/Articles/connectivism.htm

Pumpkin Soup Slideshare...

Pumpkin Soup

View more presentations from s0032720.

As you will notice there is no embedded audio file with this Slideshare, frankly being a digital alien has it`s limits...and that was mine, for this moment in time.
Though now I know how to embed Power Point presentations and that was interesting, for students this would be a good tool for that one reason. As mentioned in previous Blogs I feel Power Point is a brilliant tool for learning, therefore being able to embed it into other ICT`s makes it use even more appealing.

Dominique

Wikipedia to Escoffier...

Image courtesy of http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_logos

My discipline areas in the Bachelor of Learning Management are Hospitality and Home Economics. My Wikipedia search therefore dealt with the realms of cooking, which led me to Auguste Escoffier, a famous French chef. Some of the areas within this page were his Early Life, his time spent at the Ritz in Paris and the London Savoy as well as information about his death.
http://en.wikipedia.org/wiki/Escoffier
For students learning about kitchens and cooking, this chef is great person to start with, I would get the students to find out certain important areas in which Escoffier changed cooking from a simple act to an art form.
I am not quite sure about Wikipedia as a respected source of information, being basically a Wiki other people can come in and change the content, so does anyone know if academically it can be used in assessments.

Dominique

References:
Wikipedia, (2009). Auguste escoffier. Retrieved August 13, 2009, from,
http://en.wikipedia.org/wiki/Escoffier

WebQuests...

WebQuests would definitely fall into Siemens (2004) theory of connectivism. Classrooms would be a vastly different place if all student learning was done this way.
I do see the point of how it would engage students specifically in regards to the ICT Learning Design framework (Learning Design, 2003) where successful outcomes require Learning Tasks, Support and Resources to be readily at hand for the students. Tom March (2004) suggests that WebQuests are a `scaffolded learning structure`, for students and further goes on to say teachers also definite from WebQuests, ` they gain in-process professional development, moving them toward learning-centered practice`.
The point I do not see as Student Learning Manager is: do teachers develop WebQuesst for their students or can they be done by an outside source, and if they can be done by outside sources who are they?
If this was or is the way education is going then I see teachers becoming facilitators rather than educators. The implications of that shift I would not be sure of, truthfully I feel education needs a human touch, as well as the advantages technology can bring. In other words `everything in moderation.`

Dominique

References:
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved August 12, 2009, from
http://www.elearnspace.org/Articles/connectivism.htm
Learning Design. (2003). Learning design project. Retrieved August 12, 2009, from
http://www.learningdesigns.uow.edu.au/project/learn_design.htm
March, T. (2004). The learning power of webquests. Retrieved August 12, 2009, from,
http://tommarch.com/writings/wq_power.php

Google Earth...

What a brilliant tool! Did anyone go to the button `Switch between earth, sky and other planets`?
Not only does it give wonderful images of this earth, it takes it to the heavens. Kids in Geography class would definitely be engaged in their learning with this type of program.
For children that live in isolated areas Google Earth can open their eyes to the bigger world and universe. I do not have the time to discover all it can do and wonder is there a way to embed some of the images into other ICT`s such as Blogs and Wiki`s so students can utilise it as a resource for projects?

Dominique

Podcasting and ABC Radio...

I grew up on the islands of main land PNG, the only form of media entertainment I knew was the radio and it was generally the ABC radio. As a result my siblings and I became good auditory/linguistic learners. After downloading my chosen Podcast called `Technology 4 Teachers` by Sean M. Martinson and listening to some of his clips, it reminded me of listening to the ABC radio before bed when I was a child.
Pod-casting for linguistic learners is a great tool for teachers, like radio shows there is a limited allocation of time per episode, which means succinct amount of information is relayed. I could also see Pod-casting as a great tool for students to use, similar to Blogs only with a verbal component. The other area I picked up on from the Podcast I downloaded was you can further the information by referring it to your web site or blog.
After looking around at other sources for Podcasts I came across ABC National Radio Podcasts
http://www.abc.net.au/rn/podcast/
and have downloaded one of their shows to listen to in the car with my MP3 Player.

Dominique

References:
gp-training. (2006). Multiple intelligences. Retrieved August 11, 2009, from,
http://www.gp-training.net/training/educational_theory/multint/multint.htm
Martinson, S. (2009). Technology 4 Teachers. Retrieved August 11, 2009, from,
http://www.apple.com/itunes/whatson/podcasts/

Youtube and Chickens...

Supplied by: www.youtube.com

My Embedded Professional Learning (EPL) placement for this term is at TAFE, where I am observing students who are undertaking Certificate III in Hospitality (Commercial Cookery). The latest lesson plan dealt boning whole chickens. Whilst demonstrating the process to the students it was observed that many students were not paying attention and this became more obvious when it was their turn to attempt the task. When writing my reflection for the lesson at the end of the day I considered why some students naturally grasped the task whilst others found it hard to conceptualise. One of the thoughts that came to mind was - multiple intelligences - and could the use of differing strategies in instruction help those students who seemed to struggle. And if so what other strategies were there available.
For some of the students that are visual/spatial learners (gp-training.net, 2006) the above Youtube clip could have offered them more information than a demonstration that involved a more linguistic strategy than visual.
As part of future teaching strategies and lesson development more effort was put into to thinking about the different learning styles and Youtube is just one of the many resources available that can help accommodate diverse learning styles.

Dominique

References:
gp-training.net. (2006). Multiple intelligences. Retrieved August 11, 2009, from,
http://www.gp-training.net/training/educational_theory/multint/multint.htm

Online Quizzes...

Take our online test
Supplied by: www.classmarker.com

Thoroughly enjoyed this ICT, it`s applications in education is not just limited to teachers, but student can be involved and engaged in their own learning by developing tests of their own and sharing them with fellow students. One of the principles in Siemens (2004) theory of connectivism states learning is the `Ability to see connections between fields, ideas, and concepts` and that it `is a core skill.`
I could see tests developed by students as a strategy teachers could use during the process of assessment that not only utilises technology but also allows the students to see the connections of their learning. Not only do the students need the knowledge to ask questions but they also need to know the answers. I could also see it as a tool for group work, not just for the individual student.

Dominique

References:
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved August 11, 2009, from
http://www.elearnspace.org/Articles/connectivism.htm

Mahara...

I have not spent much time developing my Mahara e.Portfolio yet, I have started a personal blog with my reflections and observations from EPL 1 and plan on moving thoroughly onto it as soon as this assessment is completed.
I personally see the advantage of having a e.Portfolio after looking into the idea, it is accessible anywhere there is Internet access, it can allow appointed people to view what you want them to see for an allotted period of time, a great place to store Instructional Designs not presently in use but easily accessible where there is Internet access and a lot more that I have not observed as of yet.
Though as mentioned I do look forward to starting it in earnest, soon.

Mahara e.Portfolio Access URL: Valid 21/08/2009 to 21/09/2009

http://cqu-mahara.netspot.com.au/view/view.php?t=94w2jKKuolgv3q65kFN1

Dominique

References:
Mahara, (n.d.). Retrieved August 16, 2009, from,
http://mahara.org/

Picnik to Flickr...

Supplied By: http://www.flickr.com/
http://www.picnik.com/

Another great site for image manipulation. The best part of Picnik is it`s ability to link direct to Flickr, and many other sites like Facebook, without having to save it to your own Picture files then upload to where you want it to go. The process was rather easy and efficient to use.

Dominique

References:
Flickr. (2009). Retrieved August 6,2009, from,
http://www.flickr.com/
Piknik. (2009). Retrieved August 6, 2009, from,
http://www.picnik.com/

My Flickr Slide Show...

Supplied By: http://www.flickr.com/

What I found really brilliant about Flickr was the fact there are so many pictures all one the one site. What I found difficult was choosing which ones I wanted to use, due to there being so many and most of them are really wonderful. After a little confusion I did manage to attach my slide show to this Blog and not only once. I actually changed it several times and changed the pictures before I was happy with the slide show you now see.

For students it is a great tool for projects. The learning design framework (Learning Design, 2003) suggests learning resources are a fundamental part of the learning design process. Flickr would be a useful tool for students who require images for projects.

Dominique

Reference:
Learning Design. (2003). Learning design project. Retrieved September 6, 2009, from
http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Flickr. (2009). Retrieved August 6,2009, from,
http://www.flickr.com/

Power Point and Multiple Intelligences...

Image courtesy of http://www.bssc.edu.au/public/learning_teaching/pd/hotlists_webquests/strategies.shtml

Howard Gardner`s theory of Multiple Intelligences (MI) evolved around the same time of the evolution `new technologies`, (Gardner, 2008). M.I. basic principle is people `know` things differently, and at this present moment there eight M.I.`s, yet that does not mean there are not more ways of knowing.
When trying to relate the technologies in this course and the use of it in education, especially technology that is unknown, I found myself stumbling along. Until the Power Point section, I have personally experienced as a student and Learning Manager in training with the use of this type of technology. Power Point is not only a great teaching tool, it is also a great learning tool -meaning students can work together to create and present a project.
Although, after considerable research on the previous technologies mentioned in this Blog, I find Power Point to be the one that attaches itself well to Gardners M.I. Theory and Kearsley and Shneidermans Engagement Theory (1998). For instance, no one person according to Gardner (2008) has the exact same learning style, which leads to diversity. Mix that diversity with the Engagement Theory of relate, create and donate. Bring it together with Power Point that can be used as a presentation, sent by email or viewed on Learning Management Systems such as Moodle and the students win.
They have been engaged and their individual learning styles are utilised in the group effort. But the most positive point I see is if it is done in an education setting and not over the Internet, then all students can participate without being ostracised for not having Internet access outside of school, yes the end product could be put online, but the creation does not necessarily require constant Internet access.

Dominique

References:
Gardner, H. (2008). M.I. after 20 years. Retrieved September 1, 2009, from
http://www.howardgardner.com/Papers/papers.html
Kearsley, G., & Shneiderman, B. (2008). Engagement theory: a framework for technology-based teaching and learning. Retrieved September 1, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm

Voki`s, Avatars and Virtual Education...

After a lots of surfing I came across a Blog written by a teacher - yes I have lost the address - but she led me to a site called `The Island of Jokaydia (Joykadia.com,2009-1)`, it is a Virtual World Education site, where Avatars exist as the alter egos of educators. The surprising part of this discovery led me to a Wiki (Jooykadia.com, 2009-2) attached to this site developed also by a teacher. A Virtual World of Education exists in cyber-space, follow the link (Joykadia.com, 2009-3), it is a Flcikr slide show of some of this world.
How could Avatar technology be used in my Teaching Discipline areas, Hospitality and Home Economics?
My first thought was the conceptual framework of Kearsley and Shneiderman (1998), that is relate, create and donate. Imagine hospitality students collaborating in the designing of a restaurant in one of these Virtual worlds where Avatars exist, and not just imagining it, but designing it from scratch, how it will look, what they will call it, interior decorations, kitchen set ups, menus, costing on the menus the list can go on. The point is students could do this as a group without the outlay of any finance and come up a Virtual Restaurant. That actually would be the most exciting experience.
The students would be relating it to the real world, creating a restaurant that could exist in the real world using Avatar technology and then allowing the rest of the world to view what they have create and worked together to develop.

Dominique

References:
Kearsley, G., & Shneiderman, B. (2008). Engagement theory: a framework for technology-based taching and learning. Retrieved September 1, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Joykadia.com. (2009). Retrieved September 1, 2009, from
(1) - http://jokaydia.com/category/education/
(2) - http://sleducation.wikispaces.com/ourresources?responseToken=06d666b7830a648d3b7032950752512e6
(3) - http://www.flickr.com/photos/jokay/sets/72157612171568581/show/

I made this Voki...

So here is the Voki I created, the next posting has more information on how this type of technology could be used as a learning tool.

Dominique



Supplied by: http://www.voki.com/

Wiki`s and an Imperfect World...

Wiki`s, what are they? As I have discovered they can be many things to many people. Some use it as a means to keep in touch with family and friends, others use it for group collaborations on projects and as I have mentioned in previous postings there are those who have no idea what they are doing but still put things out there into cyberspace - is that still a common term in the digital age - just for the sake of being there!
Two weeks ago I started Placement at TAFE and finished the first day with letting the students know what we would be doing the following week. After the students left my Mentor decided to change that program, which meant to me that the students would be reviewing information that would not be relevant when we met again. During that week my E-Learning Journey led me to Wiki`s and I thought that this would be such a brilliant way of keeping in touch with students, without any personal information such as phone numbers or addresses being handed out. It could have solved my dilemma with them doing activities they did not need to do and I could have told all of them what they should be doing.
The next week I arrived at TAFE with my Wiki address, intending to give it to the students so they could check to see if there would be any changes to the program after I see them. Before I gave it out, I did ask who has access to the Internet? The answer shocked me, only two students had access at home, one could use it on a limited basis - as long as it was to do with school and no Face book, Twitter, Blogging and Wiki`s are not considered educational in that home - two students did not have home computers and the rest well lets say the answer was not positive. My idea went up in smoke and left me pondering.
The major issue I went away pondering was: what happens to those kids born in the digital native generation that do not have easy access to technologies? Do they become quasi dig natives and left by the wayside due to personal circumstances that they have no control over. After much pondering, the solution came to me, no I would not use Wiki`s in as a learning tool unless I was totally sure that no student would be disadvantaged or ostracised. Yes, I see they can be a great tool and I watched many YouTube clips on how they can be used and how great they are for student collaboration on projects and how it connects students. And in a perfect world it would be a perfect tool, but presently I would be wary of their use. Dimension 1 - Attitudes and Perceptions in Dimensions of Learning (Marzano and Pickering, 2006), entails it is an objective of Learning Managers to help ALL students feel comfortable in both the classroom and in the classroom task.

Dominique

References:
Marzano, R., & Pickering, D. (2006). Dimensions of learning teacher`s manual (2nd ed.). Heatherton, VIC, Australia: Hawker Brownlow Education.

RSS is Brilliant...

Image courtesy of http://www.shoutmeloud.com/google-celebrating-earth-day-with-new-logo.html

RSS - Really Simple Syndication has made my life a lot easier. Instead of trawling through the web, I now have my favourite sites coming to me at Google Reader. One site, the information I want and more time to read.
Educationally it could be used with students to keep track of their blogs without having to type in multiple URL`s.

Dominique

How I understand Blogs...

Blog is the shortening of `web logs` (Wise Geek, 2003-2009). In essence, a blog is the digital version of the old fashioned hand written journal or diary. The old fashioned part I understand, the digital version has me pondering some questions, which I will leave to the end.
Blogs are used by all types of people for a multitude of reasons, some wish to record their life`s story, some wish to impart their knowledge and some have no idea what they are doing.
Within education I can see the use of blogs as a useful tool, similar to the use of blogs in this course I can see how they would be relevant to students and their learning. Students today are digitally connected to each other. Blogs I see can be used to further their education by using digital connections, Siemens (2004) refers to this networking as connectivism, he further goes on to suggest that this model of learning is essential to the students today and in the future. Engagement in their learning is another model these student require, meaning they need to be physically and mentally involved with what they are learning, gone are the days of classrooms of children who sit listen to teachers with limited involvement except to write down what they are told to.
So how do I see Blogs being utilised in future learning experiences I prepare for students, one idea I have thought of is swapping cooking recipes and techniques.

Questions:
1. How many blogs are there in the world?
2. What happens to them when they are forgotten?

Dominique

References:
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved July 24, 2009, from
http://www.elearnspace.org/Articles/connectivism.htm
Wise Geek, (2003-2009). What are blogs. Retrieved July 24, 2009, from
http://www.wisegeek.com/what-are-blogs.htm

My Schemata and Technology...

I have spent many hours lately reading (as we all have) and have discovered a mental process within myself when it comes to trying to understand new technology! I am an immigrant to this knowledge and constantly find myself trying to relate it to what I already know - that`s my schemata (Dictionary.com, 2009) in action.
For those new to this term, one`s schemata or schema is basically a mental framework of knowledge that can built upon. When it comes to this course and all the new technologies I will be discovering, my schema will sift through what I already know and try to make the links required so that I can process this information better.
At times I will not get the terminology correct and I might miss the point totally behind the use of some technologies, but please bear with me. The purpose of this is to extend my knowledge, so that eventually I will be able to utilise some technology in teaching practices.

Dominique

References:
Dictionary.com, (2009). Schemata. Retrieved July 24, 2009, from,
http://dictionary.reference.com/browse/schemata

Introduction to the Journey...

According to the course profile for Managing E-Learning FAHE11001, Assessment 1 requires students to `establish a publicly accessible Blog`. The purpose is to personally discover and utilise the required e-learning tools, then analysis and explain how these technologies can enhance student engagement and learning. This Blog will follow the course modules that are set out in the profile, with Journal entries on each new discovery.
Please Enjoy...