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  • So what will be the time frame for reflections? What makes a good reflection?
  • NB/ MAKE SURE Open Office is OPEN prior to uploading ppt to Blackboard Collaborate Welcome everyone. I hope you’ve had an opportunity to grab a headset as it’s a great way to participate and also eliminates any feedback. Feel free to try out any tools and use the virtual whiteboard as we deliver the session. The session is supervised. All chat messages, including private messages are seen by all Moderators. The session is being recorded and will be published online in the iMasterclass Design Space - 139211104 . If you are sharing any resources please be mindful to avoid breaching school or student privacy policies or protocols.
  • The purpose of these sessions is to build an online community via these Blackboard Collaborate sessions and our Ultranet Design Space – iMasterclass. The Focus is on an effective PLT approach across a school using the 4A Planning Model as seen through our Comic Life cartoon PLT conversations that you’ll view later in this session.
  • Encourage students to select a web 2.0 tool when appropriate from their own toolbox of web 2.0 tool strategies built up over time. http://electronicportfolios.com/web20.html An electronic portfolio provides an environment where students can: collect their work in a digital archive; select specific pieces of work (hyperlink to artifacts) to highlight specific achievements; reflect on the learning demonstrated in the portfolio, in either text or multimedia form; set goals for future learning (or direction ) to improve; and celebrate achievement through sharing this work with an audience, whether real or virtual. When used in formative, classroom-based assessment, teachers (and peers) can review the portfolio document, and provide formative feedback to students on where they could improve. What to consider when deciding on appropriate electronic portfolio tools to facilitate authentic assessment FOR learning (classroom-based assessment)
  • The PLT model has been chosen as it provides a collaborative strategy to scaffolding a common approach across a whole school. It provides the opportunity to plan and implement changes in practice gradually in stages as will be shared throughout our iMasterclass series of episodes. As you can see the 3 episodes in Student learning Goals are focussed around assessing where we are at? What is our current practice? Value of a personalised goals. How to create authentic rich goals. How they can be accessed and updated in a timely fashion. On our iMasterclass Design Space we have provided a simple 4A PLT model to guide such a scaffold that can be personalised to your school’s PLT agenda. This is reflected in our session “Comic Life” video.
  • Use the tools on the toolbar of the whiteboard – pencil, Text, Shape to indicate where you are located. This session is the 6 th in a series of 8 sessions beginning with 3 sessions on Student learning Goals, followed by 3 more on Reflection on Learning Goals and finishing with 2 sessions on Feedback.
  • Schools need to support students to develop the skills needed for critical evaluation, online collaboration and communication and behaviours which support the safe, responsible and ethical use of digital technology – essential to participating in life and work in the 21st century. http://www.education.vic.gov.au/management/lol/resources/default.htm Engagement is an important issue in teaching because it effects how much students learn on a daily basis. it is necessary to devise strategies that promote student engagement. Providing opportunities for students to use their creativity in their work and reflect on their learning -Developing student learning goals to provide focus and direction. Engage students because … quality learning, goal-setting and reflection depends greatly on a students interest and a teacher’s ability to create a motivating environment and authenticated Whole School practises Glasser, 1997, p.17. - Web 2.0 collaboration and activity can easily meet the four psychological needs he cites in his article, “’Choice Theory’ and Student Success,” including “the need to belong, the need for power, the need for freedom, and the need for fun - mostly because they are intrinsically supportive of his belief in choice theory, where students take ownership and responsibility for their actions.
  • https://ultranet.vic.edu.au/portal/group/deecd-using-web-2.0-tols-for-teaching-and-learning-11209182/ultranet-professional-learning Web 2.0 refers to the second generation of the Web, which enables people with no specialised technical knowledge to create their own websites, to self-publish, create and upload audio and video files, share photos and information and complete a variety of other tasks. Web 2.0 aims to enhance the creativity, communications, secure information sharing, collaboration and functionality features of the web. http://libguides.starkstate.edu/makelearningactive On our iMasterclass Design Space we will share our resources on how to use and embed our favoured Web 2. tools such as Animoto, Wallwisher, Voki, VoiceThread, Comic applications and more through How To videos, Guides and weblinks! The list of Sweb 2.0 Tools that can be used are endless and we are only sharing a few today. Building relationships and making connections with students is a must for student motivation. Students spend a lot of time in school they need to feel like they count, that their thoughts and opinions are valued. That's why it's very important for teachers to give them a voice. Teachers can achieve student motivation in the classroom by focusing on their students, but also by shifting the way they view them. Learn how to see students not as an "audience", but as "equal partners" in their learning. I think it’s important on how well a teacher interacts with the class and then introducing them to technology that supports their learning. I have tried to use lots of simple applications that the students can master - especially in terms of goal-setting and reflecting
  • http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies/Web_2.0_Learning_Styles The main characteristics of the Web 2.0 learners can be summarized as: Need for immediate feedback, responsiveness, and ideas from others. Learners want to know if they know something. They are used to instant gratification and rewards. They want to know if they succeeded. In effect, they want feedback on their work and ideas. 3. Controlled by the learner at all times: create his or her own world, time, references, community, etc. The learner is empowered to learn, which further nurtures self-motivation to learn other content. 4. Exposure to different kinds of virtual media: ability to communicate with different interfaces with a fair amount of confidence. Such exposure raises the level of technology skills for the neo-millennial learner and instructor. 6. The need for ‘on demand’: the learners have access to content at all times with the help of various technologies which best fit their requirements or ease of use. The can call it up when and where needed! The diverse variety of Web 2.0 tools allow students to create products, such as videos, podcasts, interactive posters, cartoons, and share them online with others to see. A good learning scenario or a learning tool has to ensure learner motivation. It is the driving factor which decides whether the student will turn to the next page in a book, volunteer for additional work, or come back again for a second round of discussion. Much research has been done on how learners are motivated. The Web 2.0 addresses many aspects of motivation directly, including learner empowerment, choice, expression, variety, novelty, collaboration, and interactivity. There is sense of responsibility for their learning, and there is not one right way of doing something. the technology is easy to use, or can be learned easily. One of the most important factors is the variety of options in tools, technology, and the kinds of media. 2. Multi User Virtual Environment (MUVE) interfaces in which participant’s avatars interact with computer based agents and digital artifacts in virtual contexts. Such agents might prompt learners to reflect on what they have accomplished or where they want to go or what they want to do next. They can also foster interaction and collaboration.
  • Web 2.0 technologies provide opportunities for the learner to learn in different ways. Exposing students to Web 2.0 tools as alternatives to use to reflect on their Learning Goals, and even to create their Learning Goals, has given the students an opportunity to open the doorways of creativity. This visual that can be used as a conversation starter for any PLT to help understand the interconnectedness of technology resources that are available to support teaching and learning. Most noticeable educational effects of the use of Web 2.0 tools:-  Fostering collaborative and peer-to-peer learning  Enrichment of learning experiences  Development of ICT-related competencies Pedagogy Suitable Web 2.0 tools should be selected on the basis of their potential effectiveness to attract interest, engage students and better illustrate the student’s ability to reflect on their learning and articulate their learning with others.  Evaluation of online pedagogical activities is needed with the intention of improvement of instructional design with next generations of students Potential positive effects can be obtained regarding retention and higher order cognitive learning Students can post ideas and get feedback from their teachers with whom they are working. They can bounce ideas back and forth expanding or narrowing their original concepts
  • This is one of the core aspects of using the Ultranet Student eXpress Space for Learning goals and Reflections and the Student Portfolio area. They are real stories told in students own words and usually using their own voice. The common elements are: It is a form of storytelling They are authentic creations They use images in association with print and sound They are published digitally Just like the illustrations in a good picture book or graphic novel, the digital resources used in association with words are very important in a digital story and include: Still photos Scanned images and documents Short videos Music Sound effects http://www.edweek.org/dd/articles/2011/06/15/03e-portfolio.h04.html In the context of reflection, learners create a 2-4 minute digital video clip that is told in first person narrative, in their own voice, illustrated by (mostly) still images, with the addition of a music sound track to add emotional tone. . For further information, see http://electronicportfolios.org/digistory/ . There are a variety of tools to support the creation of digital stories or podcasts; most of them require software on a desktop or laptop computer such as: Macintosh : iMovie, GarageBand, Audacity Windows : MovieMaker2, PhotoStory3, Audacity the use of digital portfolios was spurred by a desire to move away from traditional report cards and more toward a running discussion about student development. “ I’ve never found assessment at the end of something very helpful,” he says. “Assessment is only really beneficial for the kids if it’s immediate.” “ What the portfolio provides is something richer than just a number or a grade,” she says. “It provides a depth of understanding for both the learner and the observer.” While assessments generally focus on what students know at a particular point in time, e-portfolios are better at showing student growth, especially in the earlier grades, says Barrett. And Web-based e-portfolios open the door for ongoing exchanges by teachers, parents, and students, she says.
  • WallWisher - http://wallwisher.com/ click "build a wall.“ - title the wall - choose a URL for the wall, enter your name and email, - start adding sticky notes to the wall. Sticky notes can contain up to 160 characters of text plus links to images and videos. Tagxedo - http://www.tagxedo.com/ make word clouds in real-time customize font, theme, colour, orientation, and shape save as images for printing and use in videos constrain the word cloud to selected shapes (heart, star, animals, etc) use images as custom shapes (e.g. a portrait, an animal silhouette) 21st Century Skills Tagxedo / Wordle can develop several important 21st Century learning skills. It can spark students’ creativity when they share original vocubulary for goal-setting or reflections. Critical thinking skills are employed when using Tagxedo/Wordle to analyze Learning Goals, make predictions for further learning and critique/revise student reflections http://www.web2teachingtools.com/wordle.html Wordle is a free, easy-to-use Web 2.0 tool that creates word clouds by simple pasting or entering text into the application. The word clouds show which words appear more frequently in the original text. Fonts, layouts and colour schemes can be manipulated to create the desired effect.
  • http://libguides.starkstate.edu/content.php?pid=259837&sid=2144138 http://www.web2teachingtools.com/animoto.html http://animoto.com Animoto is a Web 2.0 video creation tool that can be used to quickly create a great looking presentation. Users begin by uploading images, music, and short video clips. The site also has royalty-free music available on the site, as well as a library of images and video clips that can be used. I have used audacity, available on our 1:1 devices, for student’s to record their reflections and save this as an mp3 which can then be substituted for the Music Titles and additional text can be added. Selected images can be highlighted by using the spotlight feature. Animoto analyzes the selected pictures, music and video clips and creates a custom video. If you don’t like the video, you can remix using the same images and music. Videos can be embedded on wikis, blogs and Publication Displays in the Ultranet. Thirty-second videos are free. Animoto for Education This feature gives K-12 teachers unlimited access to all of the site’s resources for free. Teachers can establish group accounts to monitor student’s work. After registering for an educator’s account, teachers receive a classroom code and suggestions for setting up student accounts. 21st Century Skills Creativity, effective communication skills and critical thinking skills come into play when students use this Web 2.0 tool to design and create videos. Creative juices flow when students suddenly become video producers. The site’s text blocks have a limited number of characters so students must write concisely and succinctly. Students must critically look at their choices of images, text and music to make decisions as to the best choices and arrangements. Critically evaluating each video, editing and revising as needed, and remixing videos develop important 21st century learning skills. The visual, audio, and textual elements in producing the videos help students produce visual messages and strengthen visual literacy skills. Some of the most interesting student reflections that I have seen has come in the form of video projects. Students have easy access to video cameras today and often make movies for their own entertainment. Many students are comfortable playing with editing software. Allowing students the option to create video projects and then share them in their eXpress Space Learning Goals and Learning Portfolios is exciting.
  • http://www.web2teachingtools.com/glogster.html logster is a poster-creation tool that allows students to combine text, pictures, graphics, video, and audio into an interactive online poster. You use it to create a “glog” which is basically an online poster web page. With the creation of the Education 2.0 addition, the site is very teacher-friendly. Now teachers can register for a master account with up to 200 student accounts. The site provides plenty of support for teachers who want to use this application in their classrooms. 21st Century Skills Creativity, effective communication skills and student collaboration during group projects are all used when students use this site. Creating these online posters can definitely spark students’ creativity while turning potentially dull assignments into individually creative and highly visually-stimulating ones. This Web 2.0 tool's visual, audio, and textual elements help to develop the visual literacy skills needed by 21st century learners. Visual literacy is the ability to understand and produce visual messages. Visual literacy has become increasingly important in today’s information age as students are becoming more and more surrounded by images expressing all kinds of information and knowledge. An excellent resource for learning more about the importance of teaching visual literacy in the classroom is The Visual Literacy White Paper written by Dr. Anne Bamford. This Web 2.0 teaching tool utilizes the valuable skills of information literacy as students locate, gather, analyze, and organize information and images to synthesize into an interactive poster online.
  • http://audacity.sourceforge.net/
  • Slideshare - You can upload your PowerPoint presentations, Word document and Adobe PDG files to share publicly or privately. File formats that are supported are ppt, pps, pot, pptx, ppsx, potx, OpenOffice, and Keynote. Document formats supported are PDF, Microsoft Word, Excel sheets, OpenOffice files and text files. The maxmum allowed file size is 100 MB. http://www.web2teachingtools.com/slideshare.html http://www.web2teachingtools.com/Mixbook.html
  • https://ultranet.vic.edu.au/portal/web/support/teachers3
  • Text Tool - Share on the whiteboard What have you found successful? What works for you to encourage students to reflect on learning and learning goals? Have you tried any Web 2.0 Tools to assist students to reflect on learning goals?
  • Web Tour – Link to FUSE - https://fuse.education.vic.gov.au/pages/View.aspx?pin=9SD4L8&Source=%252fpages%252fTeacher.aspx Enter FUSE ID: 9SD4L8 Press PLAY on own screen (this will give both audio and video to each participant). Set timer for 2:55 minutes
  • The Tips for Keeping Kids engaged in goal-setting are available in a document “eXpress Space Learning Goals” which we have loaded into our iMasterclass Design Space
  • I masterclasses episode6draft

    1. 1. title Episode 6Student Learning Goals Reflection Part 3
    2. 2. Welcome to iMasterclass - Episode 6 Hume Region presents: Student Learning Goals Reflections– Part 3Brendan OBrien, Gail Stanley and Libby Delbridge
    3. 3. Purpose of these SessionsThese online professional learning sessions will: Build a community of teacher/learners beyond your school Provide a framework for effective PLTs Develop an effective process for Student Goal Setting Provide confidence and skills in using Ultranet
    4. 4. The Learning Intention for today is...... How do my students maintain their interest to reflect on their learning goals and begin the goal-setting cycle again building up a toolbox of strategies for student choice. The Success Criteria will include........•I will be able to explain how students can reflect on theirlearning goals and be able to access them 24/7•I will learn how to incorporate Web 2.0 tools and howthey can support students to build up a toolbox ofreflective tools for student choice3. I will be able to understand how a PLT can effectivelyuse reflective strategies incorporating Web 2.0 tools andhave them available to students, teachers and parents
    5. 5. In Episode 4… In Episode 5 …•We explained why SMART learning •We explained how to supportgoals should be reflected on students to reflect on their•We learnt how to enable my learning goalsstudents to reflect on their SMART •We learnt how to modelgoals in the Ultranet reflecting on goals•We came to understand how a PLT •We came to understand howcan effectively plan student goal a PLT can effectively plan tosetting and reflection support students to reflect on their goals
    6. 6. Where arewe from?
    7. 7. Living in a Digital Age• Technological change in education means we are facing the largest transformation in how our students receive, interact with and respond to the learning experience that the teaching profession has ever seen. These changes mean that schools and early childhood settings are now broader than the walls of a classroom. Teachers, students and parents are increasingly using digital technologies to teach, learn and communicate, challenging the traditional concept of a school.• The world of digital learning beckons, with opportunities for teachers and students alike to benefit from the opportunities and capabilities a digital world offers. • http://www.education.vic.gov.au/management/lol/resources/default.htm
    8. 8. Why use Web 2.0 Tools to support students create and reflect on their learning goals?The emerging learning styles Key Points:include: •Placing the control in the learner’s3.Fluency in multiple media and in simulation hands.based virtual settings2. Communal learning involving diverse, tacit, •Encouraging them to be a part of theirsituated learning, with knowledge distributed own learning and making themacross a community and a context as well as responsible for finding the necessarywithin an individual content.3. A balance among experiential learning,guided mentoring, and collective reflection •Digital learning is about connections, not about isolated learning.4. Expression through nonlinear associationwebs of representations5. Co-design of learning experiencespersonalized to individual needs andpreferences
    9. 9. Web 2.0 Tools as they relate to Blooms Taxonomy
    10. 10. Digital Story-Telling• Web 2.0 and other technology tools are making it quicker and easier than ever to create digital portfolios of student work—a method of showcasing student progress that experts say increases student engagement; promotes a continuing conversation about learning between teachers, parents, and students; and extends academic lessons beyond school walls.• In the context of reflection, learners create a 2-4 minute digital video clip that is told in first person narrative, in their own voice, illustrated by (mostly) still images/video footage, with the addition of a music sound track to add emotional tone.
    11. 11. Wall Wisher / Tagxedo http://www.tagxedo.com/http://www.wallwisher.com/ •turns words -- famous speeches, news•an online notice board maker where articles, slogans and themes, into a visuallystudents can record Learning Goals and/or stunning word cloud, words individuallypost their reflections. sized appropriately to highlight the frequencies of occurrence within the body of text.•Students can also use it as their EXIT Slip at •word clouds in real-timethe end of class where they can write downthree new things they learned.  Or •customize font, theme, colour, orientation,questions/concerns they still have. This gives and shapestudents time to reflect on what theyve •save images for printing / use in videoslearned and gives a Teacher ideas on what to •constrain the word cloud to selected shapescover better next time. (heart, star, animals, etc) •use images as custom shapes (e.g. a portrait, an animal silhouette) •URL can be copied and pasted in an iFrame to view in the Ultranet
    12. 12. Photo sharing and Videos http://animoto.com/ • Photo sharing sites add a visual component to your students reflections. Animoto is a video production • Have your students take awebsite that allows students to picture of themselves andupload pictures, select music, and upload it with a welcomeeasily produce a short 30 second message.movie. • Have them turn the photos•Its hard to assess student into a slide show with textlearning in a 30 second project, and/or narration/music.but using this tool to replace a • Create your own videos orparagraph or as an intro to a have your students createreflection or a portfolio piece gets and share videosstudents interested.
    13. 13. Glogster / Wix • Glogster lets you create interactive posters and Wix an interactivehttp://edu.glogster.com/ website incorporating pictures, music, moving images and videos. www.wix.com • It is using a multi-modal approach. • Students can create multimedia•For reflection of a Learning Goal have online posters/“glogs” or websitesstudents use these tools  to reflect on which can then be shared on thewhat they learned. Their digital poster Ultranet using the embed code andcan include key points of learning, placed in a Wiki or Publication reflections supported  with images, a Display.favourite learning activity, the part of • These tools can be used to assessthe Learning Goal that was most both writing and speaking.difficult for them, etc.
    14. 14. Voice Thread • Can be especially helpful at increasing student engagement and motivation while activatinghttp://voicethread.com learning. • VoiceThread, an interactive, multimedia slideAllows users to create show tool, enables users to hold conversationsmultimedia for an authentic around images, documents, and videos.purpose - learning goals can bein the centre and reflections • Its interface and feature set are well-suited foradded as conversations. promoting student engagement and motivation as well as for helping students develop as independent learners. • To create an individual VoiceThread, users can upload any combination of images, documents (e.g., from Word, Acrobat [PDF], Excel, or PowerPoint), and video clips to arrange these elements into a slide show.
    15. 15. Podcasting / Audacity • Podcasting is the process of creating anAudacity – eduSTAR image in audio/Video audio show of some sort available in MP3tab format via an RSS 2.0 feed that supports•easy-to-use and multilingual audio editor and enclosures. Podcasts are designed torecorder for Windows, Mac OS X, GNU/Linux include talk shows, tutorials, music, orand other operating systems. other audio content.You can use Audacity to: Podcasting can be used for:•Record live audio. • Story - Story telling for children or the•Convert tapes and records into digital visually-impaired.recordings or CDs. • Students can record their voice in•Edit MP3, WAV or AIFF sound files. Audacity and save as an mp3. This can•Cut, copy, splice or mix sounds together. then be used to replace music in any import function in any video-making•Change the speed or pitch of a recording application eg/ Animoto
    16. 16. Issuu / Slideshare • Issuu - upload office or pdf documents and turn them into a collage type album with pages• http://www.issuu.com/ that turn. • Slideshare - upload PowerPoint ,• http://www.slideshare.net/ Word document and pdf files ; maxmum allowed file size is 100• http://www.mixbook.com/ MB • Mixbook - tools for digital storytelling inspires students to write and produce colourful, exciting ebooks.; easy to use ; intuitive.
    17. 17. Embed code into Ultranet
    18. 18. Embed code into Ultranet
    19. 19. In your school….What opportunities do students have to use Web 2.0 tools to support their learning ?
    20. 20. Let’s watch a 2:55 minute video to see howPLTs might plan to support students to reflect ontheir Learning Goals with Web 2.0 Tools andembed them into the Ultranet eXpress Spacevia Web TourFUSE LINK:https://fuse.education.vic.gov.au/pages/View.aspx?pin=THEN ENTER FUSE ID 9SD4L8 Just PRESS PLAY
    21. 21. Response to the VideoPut your hand up to grab the microphonee)What did you learn about making thereflection process on learning goals forstudents more engaging?g)How can the PLT support teachers toimplement more engaging strategies forstudent choice?
    22. 22. How to join iMasterclasses Design space...• Join the Hume Region iMasterclass Design Space• Go to Design Spaces• Click Available Spaces tab• Search by Space ID number (139211104)• The space is Open access so click the Actions box and Join• After you have joined click on the title to open the space
    23. 23. How are you feeling about your studentscreating and monitoring learning goals 24/7?
    24. 24. Open microphone/Questions
    25. 25. Thank You!•Libby Delbridgedelbridge.elizabeth.n@edumail.vic.gov.au•Brendan O’Brien @brendanoobrien.brendan.p@edumail.vic.gov.au•Gail Stanleystanley.gail.d@edumail.vic.gov.au