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Our Digital Storehouse
                           Using digital content to support learning




Lynne Thomas
eLearning Fac...
What is Digistore?
  What are learning objects?
Research shows that digital content engages and
           motivates students and has
   a positive impact on student achi...
“While any object can be used for a learning purpose, a learning
object is designed for a learning purpose.” (TLF, 2003)

...
Digital Resources or Resource Assests




                                                Re so ur ce A ss et s
   Resourc...
http://www.tki.org.nz/r/digistore/protected/objects/?id=3684&vers=1.0




                                                ...
Re so ur ce A ss et s
Re so ur ce A ss et s
Re so ur ce A ss et s
Learning Objects
Scaffolded learning tasks, providing students with feedback on
their learning in a variety of supportive ...
Digital Content is most effective
                             when

                      supported by
embedded into     ...
Ways of Working


Large group                      Individual                   Pairs
• Model use and process          • W...
Why Learning Objects?
LOs and KCs


Learning Objects and Software                           Key Competencies
Improve conceptual understanding an...
Access from TKI or NZMaths

 Schools need to register for a user name and password

Check if you are registered or email h...
For Support
links will be added to the
        group wiki


     Catalogues
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Digistore

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What is Digistore and how can I access the resources?

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Transcript of "Digistore"

  1. 1. Our Digital Storehouse Using digital content to support learning Lynne Thomas eLearning Facilitator lp.thomas@auckland.ac.nz
  2. 2. What is Digistore? What are learning objects?
  3. 3. Research shows that digital content engages and motivates students and has a positive impact on student achievement. Teachers use the digital resources to: Introduce key concepts, skills, knowledge Reinforce learning Appeal to a range of learners - fun, engaging Foster collaborative practice as well as independent thinking Enable personalising of learning for diverse learners Provide clear feedback on learning Integrate into learning programmes Encourage dialogue and reflection on learning
  4. 4. “While any object can be used for a learning purpose, a learning object is designed for a learning purpose.” (TLF, 2003) Learning Objects Resource Assets Digital Images Learning objects are chunks of digital material - for example graphics, text, audio, animation, Sound Files interactive tools - specifically designed to engage and Video Files motivate students.
  5. 5. Digital Resources or Resource Assests Re so ur ce A ss et s Resources in digital form Used to support teaching and learning Not otherwise readily accessible Single items which can be used by teachers and students
  6. 6. http://www.tki.org.nz/r/digistore/protected/objects/?id=3684&vers=1.0 Re so ur ce A ss et s Please refer to Conditions of use (This item contains non-TLF content) Kete pükirikiri (basket), c1904 Description This is a kete pükirikiri, or woven basket, made around 1904. Used to carry gravel to kümara (sweet potato) beds, it is woven from haraheke (flax) using the raranga (plaiting) technique, whereby strips of leaf are laid diagonally. This is also an example of kete whakairo, or patterned basket weaving. The kete is yellow in colour with a twill pattern. It has plaited loops around the top for use with carry straps and also for lacing the kete closed, to keep objects secure. It measures 33.5 cm x 73.0 cm x 1.2 cm. Educational value This resource is useful because it: shows an artefact used for a variety of purposes in Mäori society - kete were used for gathering cultivated and wild food (including diving for seafood), transportation, serving food, and storing objects and items of value illustrates a use of haraheke in Mäori society - due to the diversity of its uses, haraheke has become integral to Mäori technology and craft Acknowledgements shows an object that, while having a functional purpose, also represents a traditional art form - kete whakairo (patterned baskets) were considered to be of particular value, due to the knowledge and skill used to produce Copyright Reproduced courtesy of the Museum of New them that was passed on from generation to generation Zealand Te Papa Tongarewa illustrates an important facet of Mäori technology and craft Creator Unidentified - weaving is acknowledged as having its own life force, and is accorded a level of respect depending on the mana Identifiers Museum of New Zealand Te Papa (status) of the weaver and the qualities of the weaving Tongarewa number ME001757 process TLF-Resource R3684 shows an artefact associated with traditional Mäori Source Museum of New Zealand Te Papa techniques for the cultivation of a staple food - the sweet Tongarewa; http://www.tepapa.govt.nz potato.
  7. 7. Re so ur ce A ss et s
  8. 8. Re so ur ce A ss et s
  9. 9. Re so ur ce A ss et s
  10. 10. Learning Objects Scaffolded learning tasks, providing students with feedback on their learning in a variety of supportive and engaging ways. Designed to engage and motivate student learning Provide opportunities for learning that may not be possible in a standard classroom because of access, complexity, safety costs etc Are particularly useful when a concept is hard to represent, difficult or dangerous to replicate, or when repetition is required.
  11. 11. Digital Content is most effective when supported by embedded into effective an existing teaching combined with Text relevant programme of other learning digital content and learning experiences selected supported by according to the relevant offline needs and experiences interests of the (before and after learners work learner use) collaboratively. (informed by evidence)
  12. 12. Ways of Working Large group Individual Pairs • Model use and process • Work at own pace • Make meaning collaboratively • Focus students • Select appropriate level • Share learning • Initiate discussion • Make mistakes • Practice vocabulary • Introduce new knowledge and • Receive immediate concepts feedback • Build social cooperative skills • Underpin learning activities • Identify learning needs • Mentor and support • Assess understanding, give • Manage own learning feedback • Apply • Build independence • Work alongside students • Share learning
  13. 13. Why Learning Objects?
  14. 14. LOs and KCs Learning Objects and Software Key Competencies Improve conceptual understanding and build content Thinking Actively seek, use and create knowledge knowledge Support and encourage learners to work Relating to others By working effectively together – collaboratively and interact students develop new approaches, ideas, and ways of thinking Encourage learners to take responsibility for Managing self Self-motivation, supports students learning, work at own pace seeing themselves as capable learners Uses existing digital competencies to extend written, Using language, symbols, and texts oral and visual learning Make meaning and confidently use ICT Allow learners to use their learning in authentic Participating and Contributing Build capacity to contexts, especially when combined with other ICT contribute as a group member use
  15. 15. Access from TKI or NZMaths Schools need to register for a user name and password Check if you are registered or email help for password support How do I access?
  16. 16. For Support links will be added to the group wiki Catalogues
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