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Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
Educ1751 slideshow
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Educ1751 slideshow

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  • 1. EDUC1751: Knowledge and Communication Technologies<br />Assignment 1: analysis of a technologically mediated inquiry<br />
  • 2. Artefact 1:<br />“Outbreak in Glenbrook”<br />
  • 3. <ul><li>The “Outbreak in Glenbrook” web quest is a bad example of a school lesson -lower order thinking, gives students limited opportunity to guide their own learning and develop skill and possesses a poor quality learning environment.
  • 4. This learning activity is inappropriate for lessons in secondary Personal Development, Health and Physical Education (PDHPE) -no focus on outcomes in the syllabus document or important subject ideas.
  • 5. Some minor areas are relevant in this context.</li></li></ul><li><ul><li>Students can display an understanding of what has been taught in the lesson by getting tests from patients and preparing their own medical reports.
  • 6. The activity does not expose students to higher order thinking. Instead, a simple comprehension test is all that is required whereby students only need to read the text (about disease symptoms, how it spreads, how to test for it and treatments) in the medical manual and then select the appropriate multiple choice answer.</li></li></ul><li><ul><li> “Outbreak in Glenbrook” models a poor quality learning environment -limited opportunity for students to use their writing skills with only small sentences required on the fictional medical report.
  • 7. Lower-order thinking- students are not required to develop their own conclusions about the problems displayed.
  • 8. On the other hand, students feel a sense of accomplishment upon completing the task as if the correct answer is not selected the first time, students have multiple chances to pick the correct answer.
  • 9. A downside to not setting challenging work is that students become bored quickly and distract others’ learning.</li></li></ul><li><ul><li>Students have rare opportunities to discuss solutions with peers and the teacher- all students are completing the same task with the same scenarios and the same answers.
  • 10. The activity is extremely limited- only has one set of patients who have the same illness each time the activity is restarted- can only be completed once.
  • 11. Students have no opportunity to guide their own way through their learning as they need to follow a series of steps.
  • 12. However, this structured approach can be effective where students find self-directed learning difficult.</li></li></ul><li><ul><li>Students use metacognition to reflect on how they are learning -compare what is begin learnt with what they already know.
  • 13. Despite discussing illnesses which are not the major health concerns in this age group at the present time and that are not in the curriculum, the activity gives students a broad background knowledge of diseases which may be contracted later in their life and their symptoms, making this learning applicable to real world situations.</li></li></ul><li><ul><li>The illnesses discussed in the medical manual in the activity “Outbreak in Glenbrook”, are not major health problems concerning today’s youth
  • 14. This makes it difficult for real world connections to be made to content-less likely for students to learn.
  • 15. These diseases are not part of the PDHPE curriculum; therefore the learning does not address outcomes for students making it an inefficient learning tool.
  • 16. However, the task does relate to the curriculum through the use of technology.</li></li></ul><li><ul><li>Colour is used to effectively to:
  • 17. Gain attention.
  • 18. Highlight areas where students need to concentrate (contrast of dull grey to bright colours).</li></li></ul><li><ul><li>Despite the activity having a limited amount of links to the PDHPE curriculum, it uses current technological tools and interactive learning experiences to engage students of the technological era.</li></li></ul><li>Points to take forward into the classroom include the use of:<br /><ul><li>Interactive technology to engage students.
  • 19. Structured and informative learning where students find self-directed tasks difficult.</li></li></ul><li>ARTEFACT 2: “The Sven Gallaway Show”<br />
  • 20. <ul><li>The “Sven Gallaway Show” is a good example of a digital artefact to be used as a PDHPE lesson as it discusses important ideas relevant to the subject, exposes students to a wide variety of issues about health problems and is accessible for all students and has several real world applications.
  • 21. However, it does not make clear links to other subject areas, does not express cultural and religious views and does not outline the requirements needed for students to do well in the task.</li></li></ul><li><ul><li>The activity stays focused on relevant ideas in PDHPE. directly relating to the PDHPE syllabus and addressing important outcomes.
  • 22. Students can effectively comprehend this important informationby following links to other websites where they then answer questions to complete the activity and evaluate the new knowledge that they have learnt.
  • 23. The activity also connects to the PDHPE curriculum through the use of technology such as web links, web quests and web site activities to learn about health issues, an outcome of the syllabus.</li></li></ul><li><ul><li>Students are given numerous opportunities throughout the activity to show that they understand what has been taught for effective learning.
  • 24. For example, students can present their findings about health issues to the panel of the “Sven Gallaway Show”.</li></li></ul><li><ul><li>The activity exposes students to higher order thinking by creating tasks where they can think about health issues from different points of view.
  • 25. This allows them to understand why the health of different communities is worse than the general population and generate scenario solutions to solve these problems.</li></li></ul><li><ul><li>The activity ensures that all students can be exposed to challenging work.
  • 26. For example, students visit numerous sites to access different resources to construct well written answers in sentence form.
  • 27. Students also complete challenging work when they come up with their own definitions of health and critique the information put forward by the hosts.
  • 28. . Students demonstrate higher order thinking through the process of metacognition whereby they decide the order of steps they will take and the speed they will use to complete the task, thus making the activity a valuable learning tool.</li></li></ul><li><ul><li>The activity is useful for students as it has numerous real world applications which make learning more meaningful.
  • 29. Students learn about solutions to real health issues which concern them in today’s society through the use of information presented by panel members which is then further described by audience members inn the activity.
  • 30. Students need to understand about the health issues presented and how to prevent them in their lives both at the present time and in the future.
  • 31. Students learn skills to help them to research more efficiently in the future through the use of the question activities which connects to real life experiences.</li></li></ul><li>The activity does not allow:<br /><ul><li>Students to think about how to improve the quality of their answers- no set of criteria for high standard answers.
  • 32. The opportunity to discuss the answers that they write with peers.
  • 33. Direct links to be made with other subjects to allow students to bridge what they have learnt with other topics.</li></li></ul><li><ul><li>The “Sven Gallaway Show” addresses new learning experiences for students through the use of interactive activities and technological web tools to engage students of the technological generation.</li></li></ul><li>Points to take forward into the classroom include:<br /><ul><li>Web links to guide students to answers and questions to test their understanding.
  • 34. Allowing students to choose the order of completion of tasks.</li>

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