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Living Landscapes Ppt

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Online learning experience based around exploring our natural environments.

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Living Landscapes Ppt

  1. 1. Jo Harrington EDIC706 Living Landscapes
  2. 2. Rationale <ul><li>The topic I chose is “Living Landscapes”. I chose this because it is a topic which affects us all worldwide. </li></ul><ul><li>I wanted to build within my students an awareness of different elements that make up our own environmental landscapes and habitats and how they are used. I wanted them to be able to have a good look at the world around them – where they live and to think about what could be done to improve their surroundings and nurture or preserve good things which are there already. </li></ul><ul><li>I also hoped, through the use of the blog, to develop the idea of sharing their own knowledge, ideas, feelings and opinions. </li></ul>
  3. 3. Background and Context <ul><li>“ Equitable access to technology requires the infusion of effective multicultural teaching strategies into educational technology use. These strategies must be broad enough to be inclusive of diverse learners, yet specific enough to be valuable as a guide to multicultural teaching. Similarly, they should allow for individual creativity and personal differences in teaching and learning.” </li></ul><ul><ul><li>(Chisholm, 1998) </li></ul></ul><ul><li>The creation of a meaningful, online learning episode is a goal to which many of us in this rapidly diversifying world aspire. It is a huge challenge – perhaps even as difficult as our first baby steps into adopting the world of ICT – but it’s also just as exciting! </li></ul>
  4. 4. Background and Context <ul><li>The thing is, it is likely, with the connection to a wider world and the globalization of our classrooms, we must view our students as multi-cultural. This may be because of their country of origin, their belief system, their language, their understanding of English, their socio-economic background or it may be to do with their experience of life. Therefore, when we create an online learning episode, it should contain a theme that can bind the group of students together – something they may all relate to. </li></ul><ul><li>While we may have to, in fact, take into account the “academic requirements” such as ministry directed achievement objectives, we may really need first, to take into account the needs of the students involved. Also, sometimes what may occur in classrooms is that the students whose experiences, practices, and preferences most closely resemble the demands of academia are rewarded, while those whose experiences, practices, and preferences don’t line up with the expectations, may struggle to achieve. (Gee, 1996) </li></ul>
  5. 5. Background and Context <ul><li>We must therefore, consider these factors as we design our learning experiences for a global classroom. </li></ul><ul><ul><li>Will our students relate to the topics we use? </li></ul></ul><ul><ul><li>Have we taken into account their previous knowledge or experiences? </li></ul></ul><ul><ul><li>Do our students have a totally different or unique perspective to share? </li></ul></ul><ul><ul><li>When students come to an online global classroom from different places or backgrounds, how can they connect as a group and share their learning, views and opinions freely and safely? </li></ul></ul>
  6. 6. Background and Context <ul><li>Keeping these ideas in mind, my first steps were to think about a topic which could have some sustainability, an authentic context, a globally adaptable idea and some practical aspects. </li></ul><ul><li>Current research suggests that there are certain phases towards retention of ideas and concepts for children. Having some type of practical component often serves to reinforce and consolidate learning, as it lends an extra dimension and includes the use of different sensory experiences. </li></ul><ul><ul><li>(Mikaere-Wallis) </li></ul></ul>
  7. 7. Background and Context <ul><li>The global nature of the learning experience and the knowledge that most of the students who were going to participate had English as a second language meant that special considerations were necessary. </li></ul><ul><li>Very little has been written about the nature of multi-cultural classrooms and online environments, however there are some elements relating to the effects and acquisition of ICT which provided some excellent guidance: </li></ul>
  8. 8. Six Elements for ICT Integration in Multi-Cultural Classrooms <ul><li>Cultural Awareness – learning activities that demonstrate support for differences in learning preferences, intelligences and language. </li></ul><ul><li>Cultural Relevance – the ability to make deep and meaningful connections with the lives of the students </li></ul><ul><li>A Culturally Supportive Environment – Is the environment safe to use? All voices are heard and equally valued – divergence of opinions is accepted and encouraged </li></ul><ul><li>Equitable Access – students use programmes which best suit their own needs </li></ul><ul><li>Instructional Flexibility – provision for different learning styles, prior knowledge and backgrounds </li></ul><ul><li>Instructional Integration – the degree to which technology becomes an integral part of classroom learning </li></ul><ul><ul><li>(Chisholm) </li></ul></ul>
  9. 9. What I Hoped To Achieve <ul><li>Learning Outcomes: </li></ul><ul><li>Awareness and Sensitivity to: </li></ul><ul><ul><li>The different elements that make up our own environmental landscapes and how they are used. </li></ul></ul><ul><li>Knowledge and Understanding About: </li></ul><ul><ul><li>Natural habitats and ecosystems and peoples effect on them. </li></ul></ul><ul><li>Skills to: </li></ul><ul><ul><li>Assess the health of the landscape and envisage alternate ways that it could be. </li></ul></ul><ul><li>Attitudes and Values of: </li></ul><ul><ul><li>Care and concern for our landscapes as places that support life. </li></ul></ul><ul><li>Participation and Action in: </li></ul><ul><ul><li>Creating local landscapes that nurture all people and nature. </li></ul></ul>
  10. 10. Concepts <ul><li>What understandings do we want our students to have of the concepts in relation to the idea of Living Landscapes? </li></ul><ul><ul><li>To discuss and make decisions about designing and possibly creating a living landscape project in their own area </li></ul></ul><ul><ul><li>To create a pool of knowledge which expresses ideas and feelings about their own local landscape </li></ul></ul><ul><ul><li>To share knowledge and ideas </li></ul></ul><ul><li>To grow the conceptual understandings within this topic and to help them make multiple connections. </li></ul>
  11. 11. Description of the Project <ul><li>This project is designed to sit inside a larger Inquiry called: </li></ul><ul><li>“ I am the Environment, the Environment is me.” </li></ul>
  12. 12. The Buy In <ul><li>Buy In: </li></ul><ul><ul><li>Investigating a range of the interactive resources available from the World Wide Web </li></ul></ul><ul><ul><li>What can we do to change our Living Landscapes? </li></ul></ul><ul><ul><ul><li>Is this possible? </li></ul></ul></ul><ul><ul><ul><li>Can small changes make a difference? </li></ul></ul></ul><ul><ul><ul><li>What power do children have to make changes? </li></ul></ul></ul>
  13. 13. Immersion <ul><li>What do we know now? </li></ul><ul><li>Pool of Knowledge Building </li></ul><ul><ul><li>“ Virtual field trips” of natural features in our local areas created by students </li></ul></ul><ul><ul><li>Blog posts by students - discussion forum, comments </li></ul></ul>
  14. 14. Modules <ul><li>Modules </li></ul><ul><ul><li>Habitats are places to live. Living landscapes have spaces for all the children of Ranginui and Paptuanuku. </li></ul></ul><ul><ul><li>Our local areas (including our schools) are part of an ecosystem. </li></ul></ul><ul><ul><li>Whenua is the land that nourishes life. </li></ul></ul><ul><ul><li>People value and change landscapes in a different ways. </li></ul></ul><ul><ul><li>Creating and caring for different landscapes. </li></ul></ul><ul><ul><li>Making a making a practical difference in our own environment </li></ul></ul>
  15. 15. Sharing and Celebrating <ul><li>Assignment – sharing and feedback: </li></ul><ul><li>Using media of their choice the students are able to share their visions for changing their living landscapes e.g. </li></ul><ul><ul><li>Power Point </li></ul></ul><ul><ul><li>Photo Story 3 </li></ul></ul><ul><ul><li>Text </li></ul></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Paint </li></ul></ul><ul><ul><li>Photo Shop </li></ul></ul>
  16. 16. Student Activity <ul><li>Buy in - students will investigate a range of interactive activities gleaned from the Internet. </li></ul><ul><li>Students will use digital cameras to photograph natural features of their local area. They will then create their own slide shows/virtual field trips, using Photostory 3, to post to the blog and share. </li></ul><ul><li>Students will review each other's slideshows or virtual field trips, and provide feedback and discussion, by posting to the blog. </li></ul><ul><li>Students will participate in knowledge building activities, including an example of a study about Harakeke. These activities are designed to act as a springboard for more practical activities. Students will be asked to physically investigate their natural environment, take audits of their local area and form value judgements based on what they know. </li></ul><ul><li>Students will investigate ways different people view and value their own environments and compare them to their own viewpoints. </li></ul><ul><li>Students will decide that they can do to enhance and improve their own local landscapes. They may plan and implement some change and share with others, via the blog. </li></ul>
  17. 17. Living Landscapes and Inquiry Skills <ul><li>Awareness and Sensitivity to: </li></ul><ul><ul><li>The different elements that make up our own environmental landscapes and how they are used. </li></ul></ul><ul><li>Knowledge and Understanding About: </li></ul><ul><ul><li>Natural habitats and ecosystems and peoples effect on them. </li></ul></ul><ul><li>Skills to: </li></ul><ul><ul><li>Assess the health of the landscape and envisage alternate ways that it could be. </li></ul></ul><ul><li>Attitudes and Values of: </li></ul><ul><ul><li>Care and concern for our landscapes as places that support life. </li></ul></ul><ul><li>Participation and Action in: </li></ul><ul><ul><li>Creating local landscapes that nurture all people and nature. </li></ul></ul>
  18. 18. Teacher Skill and Knowledge <ul><li>Develop knowledge of blog administration tools </li></ul><ul><li>Learn how to successfully upload video to the blog </li></ul><ul><li>Learn how to successfully upload recorded sound files to the blog </li></ul><ul><li>Learn how to use Photostory 3 </li></ul><ul><li>Learn how to set up audio conferencing </li></ul><ul><li>I will be able to learn about aspects related to the blog through online resources. </li></ul><ul><li>I am currently, learning how to use Photostory 3 through investigating its properties and using online resources provided by Microsoft. </li></ul><ul><li>I able to learn about audio conferencing through staff at my school. </li></ul>
  19. 19. Prior Knowledge <ul><li>Prior Knowledge </li></ul><ul><li>Before they begin this challenge, students will need to have some knowledge of their local area, especially their school. </li></ul><ul><li>They will need to know what a landscape is. </li></ul><ul><li>Assessing Prior Knowledge </li></ul><ul><li>Knowledge of local areas can be assessed through the use of Students mapping designated pieces of their school and showing features relevant to the idea of living landscapes. </li></ul><ul><li>10 question Quiz will be posted on the blog regarding Knowledge of landscapes. </li></ul>
  20. 20. Post Challenge Knowledge and Expectations <ul><li>ICT skills </li></ul><ul><li>Students will develop use of the digital camera, digital video camera, posting skills for the blog and learning to use Photostory 3. </li></ul>
  21. 21. Role of the Teacher <ul><li>The original plan… </li></ul><ul><li>I see my role in this study as being twofold due to the nature of the global Classroom: </li></ul><ul><li>C-teacher, with my own class, as only will be in front of him some first and guiding their part in sharing and using computers, the Internet and other types of technology. </li></ul><ul><li>E-teacher, with the class at another school. </li></ul><ul><li>I will be setting up the initial blog and setting the scene for the students to create their pool of knowledge. This will include areas for sharing and discussion. </li></ul><ul><li>I will be creating some immersion activities for students in both classrooms to participate in. This will take the form of Modules, presented in different ways, with a practical component for students to complete in each area. </li></ul>
  22. 22. Role of the Teacher <ul><li>How it actually panned out… </li></ul><ul><li>As the teacher, I planned to originally have a duality in my role, beginning with a face–to-face classroom teacher type of role and eventually branching out into the role of E-teacher with my students. However, circumstances dictated that my role as C-Teacher or classroom teacher was over extremely quickly, because of the physical circumstances and I – somewhat apprehensively - became the E-Teacher after one session. </li></ul><ul><li>Thanks to Skype, email and other forms of communication, I do not feel as isolated from my students as I had envisaged that I would feel initially. I do, however, believe that the E-Teacher has to have or build a bank of strategies that the C-Teacher may not need to have. Because they do not have the physical presence, the nature of the activities and tasks set have to be imaginative, interactive and exciting where possible and they must engage the learner in positive and worthwhile activities. Quite a big ask, I thought, but nevertheless, not impossible! </li></ul>
  23. 23. Resources <ul><li>Access to computers. </li></ul><ul><li>Access to the Internet. </li></ul><ul><li>Blogs </li></ul><ul><li>Linked websites </li></ul><ul><li>Contact with other schools. </li></ul><ul><li>Digital cameras. </li></ul><ul><li>Guidance from kaumatua and local iwi </li></ul><ul><li>Local iwi digital resources regarding specific initiatives </li></ul><ul><li>Audio conferencing facilities </li></ul><ul><li>Photostory 3 </li></ul>
  24. 24. Assessment <ul><li>Prior Knowledge Will Be Assessed Through : </li></ul><ul><li>Mind mapping and discussion </li></ul><ul><li>Anecdotal notes on Students mapping of the areas. </li></ul><ul><li>Formative Knowledge </li></ul><ul><li>Peer assessment may be an ongoing thing, due to feedback and feed forward, they provide for each other through posting to the blog. </li></ul><ul><li>Audio conferencing - questions and answers </li></ul><ul><li>Summative Assessment </li></ul><ul><li>Students should be involved in making a rubric, early in the challenge, to assess our final work. This rubric should be shared online through the blog. Students will assess their own work through the rubric. The teacher will also assess their work through the rubric and provide written feedback, either through e-mail, or if the students are comfortable enough through posting to the blog. </li></ul>
  25. 25. Evaluation <ul><li>I believe it will be easiest for me to see the development in attitudes, knowledge and skills with my own class because I have physical proximity to them, however, involvement from the other students will be evident by their postings to the blog, their sharing of photographs and other media and by their feedback to me. </li></ul><ul><li>*Students could be involved in evaluation through the use of a simple online questionnaire. This could be anonymous, if they so choose therefore providing me with more honest feedback. </li></ul>
  26. 26. What Actually Happened <ul><li>I used a classroom release day to meet with all of my students in the final week of Term Three. We spent the day together, looking at the purpose of our blog, the technology and what we wanted to achieve. We mind mapped the concept of our topic - “Living Landscapes”, using the Interactive Whiteboard. We played with the blog, learning how to log on, add comments and read the comments of others. </li></ul><ul><li>We looked briefly at the games and interactive activities. One of the students introduced us to an excellent online game which teaches the player the concepts behind farming and sustainability of the land. </li></ul>
  27. 27. What Actually Happened? <ul><li>We went outside and learnt to use the digital cameras. Students went off in groups and took photographs. They came back and we used them to play with the technology of Photo Story 3 in a simple way. As a group, the students came up with a rubric for marking their own work. I was also to have a say and comment on their self-assessment. We decided to share the completed rubrics in the group to get peer feedback. This was a very productive beginning to our online learning episode and there was a high level of engagement evident from the students. </li></ul><ul><li>I found this to be a very solid base, especially with regard to allowing my students with limited English language, to practice the physical skills associated with the technologies being used. </li></ul>
  28. 28. What Actually Happened <ul><li>Since then, the students have been working through the tasks at their own pace and posting comments almost daily. Some have chosen to work with a buddy, while others have worked alone. Some have been very innovative with their use of different technologies to complete their final assignment, while others have been less adventurous. Some students have been limited by their access to computers and some have done nothing at all! </li></ul><ul><li>The interaction is becoming more relaxed and confident between the students, but a few have complained quite steadily about the fact that they cannot type well and don’t know how to make capital letters! I have even seen the odd joke between students in the comments and some quite honest feedback as well. </li></ul>
  29. 29. What Actually Happened <ul><li>Two of my students have Skype and I was introduced to my first experience by setting up a little conference call this way. We initially had some technical difficulties, but eventually sustained a conversation of some worth, for about twenty minutes. One of my other students spoke to me through msn messenger, using both text and a microphone. This enabled him to fix some difficulties he was having accessing the blog and making comments and was overall very productive. </li></ul><ul><li>Some say that this is not the most desirable way to communicate, as msn messenger can be both unstable and not the most secure ways of communicating on the Internet. </li></ul><ul><li>Nevertheless, it appears to be yet another available option, if all else fails! </li></ul><ul><li>It was quite interesting to note that the students felt they could, with confidence, say they did not wish to share their final markings with the group, even though they had originally made up their mind to so on our meeting day. </li></ul>
  30. 30. References <ul><li>Chisholm, I.M. (1994) Preparing Teachers for Multi-Cultural Classrooms. The Journal of Educational Issues of Language Minority Students. 14 pp 43-67 </li></ul><ul><li>Chisholm, I.M. (1995-6) Computer Use in a Multicultural Classroom. Journal of Research on Computing in Education. 28 pp. 162 – 174 </li></ul><ul><li>Chisholm, I.M. (1998) Six Elements for Technology Integration in Multi-Cultural Classrooms. Technology, Pedagogy and Education. pp. 247-264 </li></ul><ul><li>Postman, N. (1996) Neil Postman Ponders High Tech. Online Forum, 1996 </li></ul><ul><li>The Virtual Campfire http:// thevirtualcampfire.org </li></ul><ul><li>Chickering, A.W. and Gamson, Z.F. (1987) Seven Principles for Good Practice in Undergraduate Education. The American Association for Higher Education Bulletin, March 1987 </li></ul><ul><li>Shea, V. (1990) Netiquette </li></ul><ul><li>Ministry of Education (2003) Effective Practice with E-Learning Guidelines http:// elg.massey.ac.nz/index.php?title =E- Learning_Guidelines </li></ul><ul><li>Oliver, R. (2003) Pedagogies for E-Learning </li></ul>

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