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Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
Why blended learning and e portfolios
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Why blended learning and e portfolios

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  • http://www.flickr.com/photos/sepblog/3527825643/sizes/o/
  • http://www.flickr.com/photos/13638129@N00/118245563/
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  • THE OLD FILM PROJECTOR
  • As a result…http://remoteaccess.typepad.com/remote_access/2005/11/educational_lea.htmlIncrementally changing our teaching methods, slowly bringing people up to speed . . . worked fine when ideas of literacy and education were not rapidly changing; but they are. We need to be able to leapfrog in our understandings, in our methods, and in our tools, allowing us to move to where the kids are. If we do not become leaders to our students, we will be followers, seen as irrelevant, and left to cry in our books.
  • Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0Scott McLeod, J.D., Ph.D.dangerouslyirrelevant.orgschooltechleadership.orgdangerouslyirrelevant.org/contact.html
  • Scott McLeod –of “Shift Happens”. – “our 1st goal in the new information landscape is to help students to be societally functional and to master this information landscape and be economically productive.”
  • Transcript

    • 1. Our newinformation landscape
    • 2. We allnow have a voice
    • 3. We caneasily findeach other
    • 4. We caneasily work together
    • 5. We do not talk about ICT any moreIt is e-learning (P36 of Curriculum Document)Teachers are now expected to use e-learning indeveloping their own pedagogyPreviously we used Web 1 tools: - paper-basedWe did things online to print them off –retrievinginfo from the net Web 2 tools:- e-learningCommunication, user control, creativity,collaboration, multiple tools, sharing andcontributingWhat are you doing in your learning areas thatwould be considered e-learning?
    • 6. Which of the following tasks would match with which levelsof Bloom’s Taxonomy?
    • 7. Web 2 tools, wiki,Creating blogs, podcasting, video-presenting, gaming designing,Evaluating digital recording, reviewing, animationAnalysing Surveying, digital__________ photography,Applying publishing Word –processing,Understanding tables, email, phone, image editingRemembering
    • 8. Our neweconomiclandscape
    • 9. locationdependent? location independent?
    • 10. I sellbooks! I’m an accountant! I have an idea!
    • 11. Can someone overseas do it cheaper?Can a computer do it faster?
    • 12. Societally functionalMastery of information landscapeEconomically productive
    • 13. The fundamental dilemma but now are expected to do this Schools were designed for this …
    • 14. global awareness effective speaking critical thinking problem solving adaptability information literacy collaboration creativity media fluency analytical skills entrepeneurialism innovation effective writing synthesis curiosity
    • 15. So much has changed in the last 30 yearsDO YOU REMEMBER THESE?
    • 16. Why Blended Learning and ePortfolios? Are we moving with the times?
    • 17. So is our school system preparing students for work in a future world?The biggest barrier to change is our mental image of what we think schools should looklike. We still teach what we value as important.The skills we have historically taught are converging.Students need to be creative thinkers to help them do things nobody else can, critical thinkers and problem-solvers.(The skills needed to be an effective global citizen.)How is that reflected in our curriculum development? What should we be doing in thejunior school to prepare students for this?eg We need to stop students from cutting and pasting from the net. They need to selectand evaluate information
    • 18. While we teach whatever we teach at school, the kids go home and learn theskills they need to survive and prosper in an interconnected global economy. Clarence Fisher
    • 19. No amount of technology will improve learning without the right level of teachercommitment and expertise in the use of the technology tools.We need support both from people who can advise and show us how to use the toolsand form the technical support team who set up the systems in the school.We need to identify our goals in using the online tools. They need to give “added value”– to make something possible that could not otherwise have been achieved.“Technology is only perceived as a valuable tool when it supports valued professionalgoals, such as the development of collegial reflective practice and lifelong learning. “(quoted from “e-schooling. Global messages form a small island”, by R Austin and J Anderson, 2008 P58)Technology should be used in communicating, creating, researching, calculating, testing,experimenting, presenting.It is part of the way we live in the 21st Century
    • 20. No one will thank youfor taking care oftodayif you have failedto take care oftomorrow. Joel Barker
    • 21. With thanks to Scott McLeod, J.D., Ph.D. Director, CASTLE www.scottmcleod.netFor his slides and inspiration
    • 22. The following introduce a more practical introduction to using Web 2 tools Blended Learning and ePortfolios
    • 23. Key terms:Web 2 tools - very powerful for engaging studentseg youtube video clips, Voicethread , Slideshare, glogster , podcasts, blogspot.com,wordpress.com, weebly.com, wordle, scratch, prezi, wallwisher, xtranormal.com, quia,quizlet, BBC schools.comThe use of visual tools is a powerful aid for visual learners. When visual depiction oranimation is combined with text or audio, learning can be more deeply processed. Visualtools could be video-clips, mind-mapping tools, diagrams, even arrows, boxes andnumbering.Cloud computing –using a server that is off site (Christchurch)- egGoogledocs, My Portfolio,MoodleIt is important not to try and use too muchWe can start withA Moodle course - a base for resources, that students can access online at home or atschoolForums as part of the Moodle – to extend classroom discussion and offer opportunities forreflectionBlogs – in an ePortfolio as a reflective journal on their progress and as a base to storeexamples of best work. These have been proven to focus the learner on theiraccomplishments and weaknesses and allow them to analyse them and plan for futuresteps
    • 24. Engaging students:A balance must be maintained between f2f and online work so students don’t die of“death by powerPoint”Rules and expectations need to be set up.ie a clear code of conduct with online work.Teachers need to explain the purpose of blogging or a reflective journal and how it relatesto their course objectives. They need to model contributions to forums, establishingground rules of minimum length and frequency of responses. A 3 sentence rule has been found to be very successful for participation in blogs orforums: Sentence 1 - a response to a previous post Sentence 2 - an opinion “I believe that…” Sentence 3 – provide something meaningful with depth of thinkingResearch shows that even just telling students to write 3 sentences minimum has gone along way toward enhancing critical thinking, interactivity and depth in online discussions.We also need to teach students the importance of cross-referencing (ie check 3 differentsources –google, wikipedia and answers.com) they must triangulate info to ensure it iscorrect
    • 25. A programme in an Irish school called “Dissolving boundaries” has been set upwhere teachers plan programmes of joint work between different schools, thatoffer opportunities for the exploration of similarities and differences and arebased on collaborative learning. The interaction between the students helps build key citizenship skills of listening,clarifying meaning, working towards a common goal and clarifying differences.Linking schools through collaborative partnerships in e-learning is one of themore interesting possibilities.
    • 26. The internet is only about 13 years old and the information revolution ismoving incredibly fast. Thought needs to go into what needs to go –we can’tkeep piling more and more onto our plate. eg A point of debate is writing skills – what they write is more importantthan the appearance or presentation.When you are assessing, you need to know, what you are assessing for.Are there times when the quality of the response is more important than thepresentation?
    • 27. Skills required in the world of the future are:Analytical skillsCreativityCuriosity, effective writingSynthesisInnovationCollaborationCritical thinkingGlobal awarenessEntrepreneurialismInformation literacyMedia fluencyEffective speakingAdaptabilityProblem-solving skillsThese are skills that allow people to be adaptive in a rapidlychanging worldWhat opportunities are there in your area to develop theseskills?
    • 28. No generation in history has ever been so thoroughly prepared for the industrial age. David Warlickhttp://davidwarlick.com/2cents/?p=298 dangerouslyirrelevant.org
    • 29. Blooms taxonomy has been tipped upside-down – so that the majority of the tasks arein the creating and evaluating phases. It doesn’t mean that we forget about theremembering and understanding, but it is embedded into the creative tasksThere is a change in focus in pedagogy now to promoteself-directed, student-centred learning, reflective practice,formative feed-forward assessment with collaborative constructivist working.The aim is to change student attitudes to learning and encourage them to develop intolife-long learners.This brand new “information landscape” hasn’t changed since the invention of theprinting press –when only the rich had access to information (Only they could read).If you could read, you had access to information, but it was very expensive to be acontent creator. Now anyone can be. We are now side by side with the big information identities as Web2 is multi-directional.We are no longer the audience but part of a community.The web is no longer an info –”push-out” space, where we used to look things up, butan “interact space”. Students know this and expect it to be interactive.
    • 30. Results: The technology revolution is destroying major aspects of society:Newspapers, magazines,TV, radio, music CD’s, (companies are struggling to survive),Movie theatres, printed books,(Amazon –say electronic versions of books are outselling hardback already – 1 yearahead of expectations),paper maps are now in phones, Real Estate agents,travel agents, postal service,banks (-personal banking), medicine,Students on campus (many are now online) –University of Phoenix 500,000 onlinepolitics (blogs and twitter)It is an Information Revolution and we need to change or go under
    • 31. The following slides are the feedback from research I carried out amongst thestaff last year, to establish what barriers and concerns existed and how ready wewere as a school to start using new online tools
    • 32. Results of surveys 2010 amongst our own staffPerceptions and support for online learningOnline learning was seen as: Good for research and accessing resources at the student’s own pace Adding more variety to lessons and offering different perspectives and teaching styles and giving access to resources, eg virtual field trips /expertise /subjects otherwise unavailable the way to go in order to keep up with the changes in the 21st Century reinforcing classroom learning and is therefore best as blended learning – a mixture of face to face and online learning. many different tools including Moodle, Mahara, and VC – enabling conversations to happen across a group of people that are not able to meet face to face
    • 33. Issues• Most staff are very positive towards online teaching but several feel ill equipped to teach this way or frustration at technology that is unreliable –eg networks not functioning, sites down or technical hassles.• For online teaching and learning to succeed it needs to be regular to maintain skills, equipment must work and back up skills are necessary.• Some noted the lack of social interaction and need for self-motivation if students were to stay focussed.• Another concern was the fact that some students do not have internet access at home, but of those surveyed over 90% did.• 100% of those surveyed are interested in finding out about how to incorporate more online learning and share information with other teachers and schools.
    • 34. Advantages for students were identified as follows This is the medium they know/expect. Most are more competent in using this technology than the “old” technology of pens, books, etc Students are used to integrating it into their life now It opens minds to a wide range of up to date material Rural location would be less of a barrier because online learning would give access to most recent resources Using computers fosters inquisitiveness, they love using them so they are more engaged It is ubiquitous. Students can work from anywhere and always have their resources at hand, giving attention to questions and concerns as they arise and accessing info at their own level Can be used for reflection and feedback, revision, extension Parental involvement It is the way of the future – they need these skills Less paper More access to learning area content in a different way Caters for different learning styles,
    • 35. Disadvantages perceived were:• They need to be taught discrimination of sites and use.• E-books –costly• Lack of personal approach• Computers/internet not working properly, sometimes not the best use of time• Social contact can lessen - hence the importance of face to face learning as well. It’s all about a healthy balance• Not all students will involve themselves.• Need to keep them motivated to use the sites• Literacy skills – difficulties with research and sifting info
    • 36. Blended Learning• All staff felt that a combination of face to face and online learning was best because of different learning styles of students and the need for a variety of approaches.• Face to face is important for immediate feedback and collective or collaborative work also.• Teachers need to be available to add detail or elaboration to assist understanding and monitor student progress.• By guiding students in use of the online resources, time can be saved and as this is a vehicle that students already use confidently for personal gain, it seems natural that we should be taking advantage of it.• It also gives flexibility in learning time for students, and provides extension and revision and opportunities for interaction with other students around the country (or in the languages dept – in other countries).Concerns here really only involved access to the computer suites that can be booked, and theneed for students to learn discrimination in use or choice of information on some sites.
    • 37. Student attitudes All students involved with video conferencing were confident using equipment Most find they usually have access to computers when they need it Nearly all have access at home (5% don’t) 15% don’t have Broadband 40% don’t find it easy to access help, when using the internet in class, but most obtain it from classmates All are confident using websites 25% would prefer not to use computers more in lessons Those who would, would do so • for online language learning programmes and links to language learners in other towns or target countries to provide more info in perhaps a clearer format to listen to podcasts or recordings of music for word processing and presentation of work
    • 38. Main problems with using computers more in classrooms were• The need for more computers for equal access• Speed• Several students mentioned that they get sidetracked on different sites• Some recognised the need to update from windows 2003 to 2007 to access certain documents and presentationAspects of technology that they liked to use when learning were• Using MP3 players or Ipods to access music while they work. They say it helps them focus• Using podcasts and other recordings on Ipods to revise – especially in languages. 95% had an Ipod and 40% knew how to download recordings from the computer onto their Ipods. – a skill I would need them to have.• DVDs for up to date visuals and computers with data projectors as we do not have ready access to smart boardsSome of the more traditional teaching/learning methods preferred included• the use of songs, posters and flashcards to aid memorising and for fun,• games as interactive and personal ways of working together• practical hands-on activities• Many preferred to have the personal approach with the opportunity to get immediate feedback and social interaction
    • 39. Part B: ResourcesCurrent systems at WGHSWe have 32 bit intel based hardware, Windows xp and server 2003. (This has been updated in 2011) Wehave 5 servers running server 2003, 180 PC’s and laptops for staff. Nearly all staff (30) have a laptop throughthe 3 year lease programme.Our network system is Fibre backbone with Cat 5e and Cat 6 outlets. There is also wireless access for theschool hostel, the music department and one or two computers on a wireless port. Our internet provider isTelecom sina for schoolzone.Over recent years we have increased the number of computers in the school and have just completed thebuilding of a new computer block with three rooms of thirty computers. One of these is permanentlytimetabled and one is available for booking through the school intranet for classes as required. There is alsoanother pod of computers in the Janet Frame room off the library that can also be booked for class groups.Our involvement in a 3 year ICT PD Contract from 2004-6, allowed us access to lots of professionaldevelopment across all departments and this increased the confidence and competence of many in using ICTtechnology. Data projectors are now used widely and 2 classrooms have interactive whiteboards. There is aseparate video conferencing room used by 9 students and some staff. Almost all classrooms have free-standing computers or at least a teacher laptop. Very few students work with a laptop rather than paper butwe have had students use a laptop when circumstances prevented them using normal books – eg disabilities.Laptops and computers are also used extensively in the special needs learning centre.
    • 40. Computer access in our schoolBoth staff and students have email access and can access the intranet via the webAn education programme is delivered by Netsafe every 3 years, where representatives come to school and talkto year groups and the public. Student internet access is monitored and checked and all students sign acybersafety contract to ensure that internet use is safe and a positive experience for students and staff.All staff asked said they had access to computers in their room, but most only had one PC and perhaps theirown laptop. Reliability of these computers was very poor, eg slow or unable to access some sites or data.100% of those asked said they had booked and used one or more of the computer rooms for whole class use,but it is difficult to get a booking when required, due to increased demand. Bookings were usually in 3-5 dayblocks.Most people use a computer in their classroom teaching from once a week to once a month.Individual staff in commerce, English and Maths are using computers every day, while others in the samedepartments would use them once a term. Those who did not use them often were frustrated with slowcomputers, or the inability to book the computer rooms when needed.
    • 41. Conclusion:Students do therefore have the ability to access material on the school intranet site from home but this isonly in early stages of development and a Moodle site such as Educo would offer more flexibility. There is aneed for more computers or more bookable computers- and perhaps new computers to replace unreliableones, but more technical support would help here. The idea of class sets of laptops has also been mooted. Mid-Tech Scenario After reading Ko & Rossen’s article, Teaching Online, A Practical Guide of 2001, it is clear that we fit into the mid-tech scenario, as most of the points mentioned apply to us. Our website has links to other sites and is run by a webmaster, we have our own intranet system which could lift us into the next category (high-tech), but this is used to varying degrees by all staff and students at this stage and its possibilities are still being explored. It is used very successfully as an information board and for logging computer problems, but departments are only just beginning to use it for student work. We are progressing towards a high-tech resource level through involvement in the SCD project and new partnerships but do not have an online delivery partner or the computer access of this level. We have four computer labs, 2 of which can be booked for class use and the others may be accessed by arrangement. We have network cabling but our links with the internet are not always reliable. Our students all have internet access at school, if not at home, but the access is not always fast enough to meet requirements.
    • 42. Very few staff belong to an e-cluster group, but there is online help and there are teacher links online for History, Commerce, ICT, Languages and English teachers and those involved with VC classes as part of the Aorakinet. Only five replies indicated that they had used a Moodle site for a course before and most of these were for their own PD or study. Those who had, were in the English, and Languages departments, while another had used a Moodle site for courses in another school. We do have a school intranet and have had PD on using this to provide support and resources that can be accessed by students, as on a Moodle site, but it was interesting how few are actually using it for this. Only 2 staff indicated that they are putting documents on the school intranet for students to access. Some departments are, however, working with the ICT dept to create department web pages that may develop this idea furtherThis information highlighted a need for PD in how to use sites such as Moodle and to search out links forsupport for different departments.Another priority would be to get more technician support if we were to try using computers/ online workmore in the future – perhaps a technician who could also offer PD
    • 43. Key hurdles identified by staff before it would be possible to integrate more online learning are: Access to reliable, fast(er) computers and another bookable room of computers “Everything must be accessible and always accessible or it cannot be used successfully” Time to put together resources PD- how these things work –set-up, management, development of documents and suggestions of how it could be integrated into current programmes, Need for a Tech-Angel support system a united approach by all teachers; “if we had more teachers using the intranet, students would value it more” and “a school wide vision of what we need and where we are heading with technology” More regular or permanent technician access A need for students to have memory sticks to keep files alongside e-portfoliosConclusions: main needs for resources included A full time technician or better technical support - this was identified by many Targeted training for staff in areas they select A school wide strategy -This doesn’t need to happen overnight, but with a medium to long term directive Fast broadband, increased bandwidth Newer computers in rooms and more Smartboards Newer operating system – more regular updating so that new interactive sites will work efficiently Review of blocked sites eg Pictures on Wikipedia blocked by the school but are needed in Geography

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