Edc3100 - Week 3 Lecture
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Edc3100 - Week 3 Lecture

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  • Plan to have the slideshow from the “Weather photo” activity from the study desk playing prior to the start of the lecture. Before starting the lecture will talk a little about this an the potential it might have for the students contexts.The picture I’m using on the title slide for the lectures will be the “theme” picture. i.e. it’s the one that’s on the study desk for this week. The theme here is that theories, this course, and this week are largely trying to get you to have “new eyes”. TPACK is another set of “eyes” with which to look at the world.
  • The first two will be the standard revision and moving forward sections. I will mention assignment 1 but not answer questions or go into detail. Currently planning to do that at the end and in tutorials.EduDoggy is the activity to make the point about the alignment of Technology Pedagogy and Content (and not in that order)Finding ICTs – is to use the idea of T-P-C and the use of two to find the other and introduce learning activity types and the bloom’s diagrams etc.TPACK is the introduction of TPACKAssignment 1 – talking about that
  • Visualisations have not been generated yet. May be added this afternoon. Will update and circulate when done.
  • Visualisations have not been generated yet. May be added this afternoon. Will update and circulate when done.
  • This represents the location of all Australian-based EDC3100 students this semester by showing their post code. The URL will take you to a live version of the map that you can interact with just like a normal Google map.Produced byGetting postcode information from student records systemFinding Excel spreadsheet online that gives latitude and longitude for every Australian postcodeExtracted the lat/long for each postcode in the EDC3100 listFound a online site with the Javascript/html to provide the map, just replace with the EDC3100 lat/long
  • # registered blogs as of late 10th MarchAverage posts, words, links as of early afternoon 11th March
  • This weeks barometer response on how you are feeling – n=108
  • Last week’s for comparison n=121
  • We’re tool users. Teaching students the tools of yesterday preventing society moving forward. Teach them to use tool of this moment and how to learn the next set. It’s about choosing the right tool for the job. You need to develop this skill. TEST framework (Task, Environment, Skills, Tools) provides some help with this
  • Follow blogs, twitter, Diigo annotations and the FFF ***** INSERT A REPRESENTATION OF THE FFF ****
  • I’ve added this FFF widget to the front of study desk to encourage connections. The latest FFF recommendations will appear here. If it gets to annoying I’ll remove it. But the aim is to make it easier for people to see what others think is really important. Hence increase connections.
  • Benefits of connecting with others from inside the course. There are a few communities/hubs starting to form. Hopefully be able to visualise those in the future.
  • Blog post from a 3100 student – making connections outside
  • A student updating found the updated version of one of the videos we watched last year. Didn’t use this version because it was less specifically targetted at educators.
  • Make the point that these two elements were seen as primary enablers.The mindset of actively taking control and finding the tools to solve your problems from Toolbelt theory is a skill you should be taking on. The connections you make with others helps with this and other aspects. Helping them helps you. Seeing what they say opens you up to other perspectives.
  • Started becoming familiar with the structure of this and with the Oz Curriculum how it works with Scootle (or not as the case may be). Now that we’ve made this connection. Over coming weeks we’ll be putting it to use…unit planning and then later on evaluating use of ICTs.
  • Looked at a few changes in society that are driving the need to embed ICTs
  • Make the point that this is an underpinning of the Australian Curriculum – and in common across the world – and that you can’t help your learners achieve this without being this yourself. Yes it’s hard, but then teaching is hard.
  • One way of becoming a creative user is to see the world differently. This being one of the aims of this course, encouraging them to engage with using new tools (using new tools change us) but also providing various theories/frameworks/models with which to examine the world and their practice.
  • The first two will be the standard revision and moving forward sections. I will mention assignment 1 but not answer questions or go into detail. Currently planning to do that at the end and in tutorials.EduDoggy is the activity to make the point about the alignment of Technology Pedagogy and Content (and not in that order)Finding ICTs – is to use the idea of T-P-C and the use of two to find the other and introduce learning activity types and the bloom’s diagrams etc.TPACK is the introduction of TPACKAssignment 1 – talking about that
  • The point is about alignment. A combination that makes sense between these three components. And how TPACK – a theory/framework – provides new eyes for examining the integration of ICTs and can help with integration.
  • You also have a chance to work on assignment 1. Also make the point about coming to the assignment 1 page first, if there’s a question. Point to the “More Help” section and talk about the annotations on the next slide.
  • Talk about the annotations. Remind folk to still ask their questions in the forum. I’ll post answers there, but also I will add responses here.
  • Talk about EduDoggy. This is where I’ll bring attention to the t-shirt I’m wearing and tell the story. i.e. technology tail often waves the education dog.
  • Explaining how my friend is a multimedia designer. Produced this and shared it in electronic format. I knew of RedBubble suggested it and now I can by the t-shirt and some stickers (amongst other things). Could you use this in your teaching? E.g. the “Learning through making” theme from the Luckin et al report
  • Just show the site to give a broader idea. Make the clear point that I’m not shilling for this company. It’s just one that I’ve used. An example of that use of ICTs doesn’t mean that outcomes are purely electronic.
  • The point is about alignment. A combination that makes sense between these three components. And how TPACK – a theory/framework – provides new eyes for examining the integration of ICTs and can help with integration.
  • Mention the small URL with “Compare and Contrast” being one of the many “instructional strategies” collections onlineHopefully the students can see what the problem is here
  • A better example of alignment. Work something in here about context. The discussion forum probably wouldn’t be what I’d use if we were a group of 20 in a classroom.
  • This idea of alignment can be useful for finding examples of ICTs.i.e. link back to the problem with Toolbelt theory and knowing about what tools are available.
  • Finding/thinking of ICTs to integrate can be difficult. Large variety of ICTs. You may not have a lot of experience/knowledge. How to make the connection? This section introduces two different ways of finding ICTs that drawn upon and reinforce the importance of aligning T P CMention the TEST framework (if not already)
  • Some people have been making use of the alignment of these. Helping people find ICTs by starting with CONTENT or Pedagogy. E.g. Scootle and the Oz Curriculum integration. We’re going to look at a couple of others.
  • Have you all seen Blooms Taxonomy? Most will have. Briefly introduce. Point out that this is only one part of blooms. Cognitive skills. Identifies hierarchy of sklls.
  • People have used Blooms to group/align verbs and pedagogy. Talk a bit about this example.
  • There are problems. As with any abstraction there are limitations and problems. Especially if they are 50 years old. The bit.ly URL points to some of the problems. We mention Blooms and its uses with ICTs here because they are very prevalent, they do help identify some ICTs you may not be familiar with, and so that you are aware of these problems and can use them accordingly.
  • Various people have used Bloom’s to point to different types of technology that may be suited.
  • These are just examples of what’s out there. Make point about the huge collection of what is out there.On this particular page, if you click on the image on a particular App, you will be taken to that App.
  • So, does the use of Prezi ensure we’re helping students “create” knowledge? No! What the students do is important to learning. These diagrams suggest ICTs that may be a good fit. But whether you achieve will depend on how you and the students use the technologies.
  • Similar approach to being aware of ICTs is the learning activity types approach (Harris an Hofer, 2009) – linked from the above web page.Get the students to brainstorm a collection of activities they commonly use in their teaching. Link back to the pedagogy activity in the first week.
  • For a range of learning areas (see the left hand menu) they have used groups of experienced and expert teachers to identify common learning activity types used in those areas. i.e. Content + Pedagogy
  • Again the point here is to help them find ICTs. But also to reinforce the alignment of P, C and T. Also make them aware of the notion that there are collections of common activities that are used
  • Talk about EduDoggy. This is where I’ll bring attention to the t-shirt I’m wearing and tell the story. i.e. technology tail often waves the education dog.
  • What knowledge do you need to be an effective teacher? Lead into the activity on the board around T P C leading up to the overlaps and engaging with those.
  • An example of how TCK is changing. Starts off by saying these are good times……:15 to :55 gives good intro to bio-tech 7:35 gives examples of what people are doing with these technologies now.
  • Talk about the process I’ve created under the Assignment 1 heading for week 3. Talk about the different steps in the process. Make the point that the process isn’t sequential. That you don’t need to do it this way.
  • General questions

Edc3100 - Week 3 Lecture Edc3100 - Week 3 Lecture Presentation Transcript

  • http://www.flickr.com/photos/ictspedagogy/show/http://www.flickr.com/photos/ecmp355/6799707387/
  • Where we’ve come from Where we’re going EduDoggy Finding ICTs TPACK Assignment 1http://www.flickr.com/photos/ecmp355/6799707387/
  • Where we’ve come from Where we’re going EduDoggy Finding ICTs TPACK Assignment 1http://www.flickr.com/photos/ecmp355/6799707387/
  • Visualisations What have you learned?http://www.flickr.com/photos/suburbanbloke/2722713030/
  • Visualisations What have you learned?http://www.flickr.com/photos/suburbanbloke/2722713030/
  • http://jsfiddle.net/Jjs9y/embedded/result/
  • Number of registered blogs: 294 Average # of posts: 5.3 Average # of words: 174.9 Average # of links: 3.5
  • How are you feeling?
  • How are you feeling?
  • Week 2 - Overview Toolbelt theory & the TEST frameworkhttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview Toolbelt theory & Connections the TEST frameworkhttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview Toolbelt theory & Connections the TEST frameworkhttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview Toolbelt theory & Connections the TEST frameworkhttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview http://bit.ly/WYvzGI Toolbelt theory & Connections the TEST frameworkhttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview http://bit.ly/WYvzGI Toolbelt theory & Connections the TEST frameworkhttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview Toolbelt theory & Connections the TEST framework Enablershttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview Your curriculum Toolbelt theory & Connections the TEST framework Enablershttp://www.flickr.com/photos/andyarthur/6555205497/
  • Week 2 - Overview Your curriculum Changes to society Toolbelt theory & Connections the TEST framework Enablershttp://www.flickr.com/photos/andyarthur/6555205497/
  • Successful learners…..are creative and productive usersof technology, especially ICT, as afoundation for success in all learningareas. (p. 9) http://bit.ly/10AkWAp
  • CPF Toolbelt theory Concept mapshttp://www.flickr.com/photos/ecmp355/6799707387/
  • Where we’ve come from Where we’re going EduDoggy Finding ICTs TPACK Assignment 1http://www.flickr.com/photos/ecmp355/6799707387/
  • Content Pedagogy TPACK Technologyhttp://www.flickr.com/photos/stevensnodgrass/6907227009/
  • Where we’ve come from Where we’re going EduDoggy Finding ICTs TPACK Assignment 1http://www.flickr.com/photos/ecmp355/6799707387/
  • http://bit.ly/XhcmG1
  • http://www.redbubble.com
  • Content Pedagogy TPACK Technologyhttp://www.flickr.com/photos/stevensnodgrass/6907227009/
  • Content Describe some differences between imaginative, informative and persuasive texts. Pedagogy Compare & Contrast http://bit.ly/14MIm2l Technology TI-99/4A Calculatorhttp://www.flickr.com/photos/stevensnodgrass/6907227009/
  • Content Generate reasons for integrating ICTs http://bit.ly/13OZXKU Pedagogy Sharing concept maps Technology Discussion forum Digital concept maphttp://www.flickr.com/photos/stevensnodgrass/6907227009/
  • Where we’ve come from Where we’re going EduDoggy Finding ICTs TPACK Assignment 1http://www.flickr.com/photos/ecmp355/6799707387/
  • http://www.flickr.com/photos/james_lumb/3922753466/
  • Content Pedagogy TPACK Technologyhttp://www.flickr.com/photos/stevensnodgrass/6907227009/
  • http://www.flickr.com/photos/21847073@N05/5857112597/
  • http://www.flickr.com/photos/dougbelshaw/4100721032/
  • http://bit.ly/YV34sWhttp://www.flickr.com/photos/21847073@N05/5857112597/
  • http://www.schrockguide.net/bloomin-apps.html
  • http://www.schrockguide.net/bloomin-apps.html
  • http://bit.ly/15GNUO0
  • http://www.schrockguide.net/bloomin-apps.html Content: Bloom’s taxonomy to identify ICTs Pedagogy: watch a presentation Technology: Prezi
  • http://bit.ly/13Ou6dm (Harris & Hofer, 2009, p.100)Selecting and sequencing appropriate activity typesto combine to form the learning experience
  • http://bit.ly/13Ou6dm
  • http://bit.ly/14LttgJ
  • Where we’ve come from Where we’re going EduDoggy Finding ICTs TPACK Assignment 1http://www.flickr.com/photos/ecmp355/6799707387/
  • http://www.flickr.com/photos/lewishamdreamer/116958759/
  • http://bit.ly/XCCuJr http://bit.ly/YVDvI6
  • Where we’ve come from Where we’re going EduDoggy Finding ICTs TPACK Assignment 1http://www.flickr.com/photos/ecmp355/6799707387/
  • http://www.flickr.com/photos/enderst07/4810954845/