Week 9 Engagement Activity 1 Digital storytelling

This engagement activity requires us to explain how we would use digital story telling with students.   I would like to encourage students to create digital story telling so that they can be shared within the class.  I could also use it as an engagement strategy to get students introduced and interested in a topic we were going to explore in class, for example, life cycles.  Students could then create digital books individually or in groups exploring life cycles individually, for example, some students may create a digital story on human life cycles and others on butterflies, goldfish and ant life cycles.  I could even use this as a teaching strategy to actually teach concepts to meet learning outcomes.  The digital story telling could also be utilised as assessment pieces as they are polished and authentic (CQUniversity Australia, 2013).  If we added these digital stories to a class wikispace which shares with other students in other classes and schools this would support social constructivist learning theory (CQUniversity Australia, 2013).  It also supports connectivism learning theory as it utilises the internet and computers and could even utilise information received through consultation with experts in the field the digital story is about (CQUniversity Australia, 2013).

References:

CQUniversity Australia. (2013). EDED20491- ICTs for learning design:       
            online learning materials. Retrieved from  
            http://moodle.cqu.edu.au/mod/page/view.php?id=115325

ICTs Assignment 2 Reflective Synopsis

Reflective Synopsis

This reflective synopsis will explore the de Bono’s thinking hats mobile phone wiki activity.  The four digital tools that will be included in the reflective synopsis are wikispaces, audio files and podcasts, Prezis and online concept maps.  E-learning, TPACK and the learning theories will be explored and linked to the digital tools as part of the reflective synopsis.

E-learning involves improving 21st century learners' engagement, learning outcomes, high order thinking and creativity through implementation of digital communicative technologies alongside an effective pedagogy (CQUniversity Australia, 2013; Prensky, 2005).  This is the basis for the Technological Pedagogical Content Knowledge (TPACK) framework where optimal learning outcomes are reached by combining a teacher’s thorough understanding of: the teaching content; how to utilise technologies available; and how to teach the content effectively utilising learning supportive digital technologies (CQUniversity Australia, 2013).  See Appendix A.  Consideration should be given to individual learning styles, Bloom’s Taxonomy’s cognitive, affective and psychomotor aspects of learning, and differentiation when the teacher is deciding which teaching strategies will best achieve learning outcomes (CQUniversity Australia, 2013; Felder & Silverman, n.d.).  Behaviourism, Cognitivism, Social Constructivism and Connectivism learning theories are learning theories that can meet different learning needs using different teaching methods (CQUniversity Australia, 2013).  See Appendix B.

Mobile phone wiki activity

In week two, I participated in a mobile phone wiki activity.  I analysed this activity in my blog.  See Appendix C.  My learning in relation to this activity involved learning how to participate in a wiki and how it worked, for example, if things were accidentally deleted they could be restored, and there could be multiple authors (CQUniversity Australia, 2012).  This activity was based on Social Constructivism learning theory as it facilitated learning and developing my own understanding through collaboration with others (CQUniversity Australia, 2012). 

The scaffold of de Bono’s six thinking hats with corresponding colours to represent different perspectives and the instructions provided did support productive pedagogy by promoting inclusivity, group identity, academic engagement, social support, problem solving and knowledge integration (CQUniversity Australia, 2012).  The learning outcomes that resulted were: a wealth of ideas and perspectives about the use of mobile phones in the classroom; a better understanding of the potential wikis can provide; and how to participate as a group member in a wikispace (CQUniversity Australia, 2012).  In the future I plan to utilise wikis in the primary school sector alongside a Constructivism learning theory including collaborative discussion forums with the wider school and expert community (CQUniversity Australia, 2012).  This activity has personally reinforced the importance of using an effective pedagogy, appropriate supportive digital technology and a scaffold including specific instructions to promote optimal learning outcomes of the content being taught (CQUniversity Australia, 2012).

Digital Tool 1: Wikispace

A wiki is a space on the internet that you can add and edit text, images and videos collaboratively (CQUniversity Australia, 2012).  See Appendix D.  Wikispaces, Blogs (See Appendix E) and websites (See Appendix F) are all valuable online spaces when used with an effective pedagogy and scaffolding to support particular learning outcomes (CQUniversity Australia, 2012).  I have chosen to focus on wikispaces as I would like to utilise this tool in a future primary school setting on a regular basis, for example, a class topic discussion forum that is linked with other classes and schools (CQUniversity Australia, 2012).  As part of creating my own wikispace I found that setting it up was easy and you could add projects, discussion forums and add unlimited pages (Wikispaces, 2012).  The link to my wikispace is:

http://emmataylor411.wikispaces.com/
 

Wikis can be used to support Social Constructivist learning theory through effective scaffolding to facilitate students to deepen their own understanding of a topic through collaboration with other students and the community (CQUniversity Australia, 2012).  Through using TPACK and a thorough understanding of wikis teachers can foster creativity and higher order thinking as part of students learning outcomes (CQUniversity Australia, 2012).  The teacher needs to model and teach students safe, ethical and legal guidelines to adhere to during wiki participation including crediting sources (CQUniveristy Australia, 2013; Department of Education, Training and Employment, 2012; The official copyright issues for Australian Schools & TAFE, n.d.d).  The teacher should also provide appropriate supervision (CQUniversity Australia, 2013).

Digital Tool 2: Digital audio files and podcasts

Multimedia group 2 tools include images, audio and video (CQUniversity Australia, 2012).  I have chosen to focus on the potential of audio enriching learning, as I plan to use images (See Appendix G) readily in all aspects of the classroom setting and plan to limit my use of digital video creation due to the time consuming nature of the creation process.  See Appendix H.  Podcasts (See Appendix I) and digital audio files are sound files that can be listened to anytime anywhere and created on the internet, using a computer or iPod (CQUniversity Australia, 2012).  For an example of an audio file I created: See Appendix J.  Below is an example of a podcast I created. 


The same podcast is also available on my website.  The link is:

http://emmataylorictsforlearningdesign.weebly.com/

Through exploration of podcasts (See Appendix K) I found examples of podcasts that I would like to implement in a primary classroom including: adding audio files to vokis; allowing students to submit assessments in this way; to support high achieving students and students with learning difficulties; to create stories, interviews and news reports; and to provide revision (CQUniveristy Australia, 2012; EDUCAUSE & Oblinger, 2006).  Revision in this form supports Behavioursim learning theory by facilitating practice until knowledge becomes automatic (CQUniversity Australia, 2012).  It has the potential to support Social Constructivism learning theory through group podcasts requiring collaboration to deepen an individual understanding of a topic (CQUniversity Australia, 2012).  It also supports Connectivist learning theory by encouraging students to listen to experts via podcasts (CQUniversity Australia, 2012).  Teachers can facilitate optimal student learning outcomes, high order thinking and creativity by integrating the TPACK framework including: utilising digital audio files and podcasts; a good understanding of how to utilise these; and an effective scaffold when using them (CQUniversity Australia, 2012).  It is important that the teacher models and teaches students to adhere to safe, ethical and legal guidelines including crediting sources, written parental permission for students to participate in podcasts and appropriate supervision (CQUniversity Australia, 2012; CQUniversity Australia, 2013; Education Queensland, 2012).

Digital Tool 3: Prezi

Group 3 online collaboration tools include PowerPoint presentations, Prezi and Glogster (CQUniversity Australia, 2012).  Although I plan to use interactive PowerPoint presentations (See Appendix L) and Glogster (See Appendix M) in the primary classroom setting, I have chosen to focus on Prezi as it facilitates high order thinking and creativity through supporting Cognitivism learning theory by linking concepts into groups to produce a deep understanding (CQUniversity Australia, 2012).  Prezi (See Appendix N) is an interactive presentation tool that allows the user to view a general page and to zoom in and out of this page to focus on minute details not previously seen (CQUniversity Australia, 2012; Hill, 2012).  This is an example of a Prezi that I created: 

I plan to utilise Prezi in the primary school setting to show students a term outline, for example, and zoom into new sections or topic focuses to show students how the current topic fits into the big picture and why it is relevant to do a particular activity (CQUniversity Australia, 2012).  I would also like to use this tool to teach human or animal anatomy and physiology to look at the being as a whole and then work our way into the specific names and features of more detailed structures to deepen an understanding of the topic (CQUniversity Australia, 2012).  A teacher can facilitate optimal learning outcomes utilising the TPACK framework including combining a knowledge of Prezi with an effective scaffold when using Prezi to teach students about a topic (CQUniversity Australia, 2012).  Teachers need to model and teach students to adhere to safe, ethical and legal guidelines when creating Prezis including crediting sources, seeking parental permission before adding images of students and providing appropriate supervision (CQUniversity Australia, 2012; Education Queensland, 2012).

Digital Tool 4: Online Concept Mapping

Group 4 animation and simulation tools include interactive learning objects, Adobe Flash, Google Earth, Google Maps, Google Docx, online concept mapping, online timelines, Zooburst and Museumbox (CQUniversity Australia, 2012).  Although there are multiple digital simulation tools I plan to implement in the primary school setting, I have chosen to focus on online concept mapping as I am impressed by the way it supports Cognitive learning theory by linking information together to facilitate a deep understanding of a topic (Buzan, 2007; CQUniversity Australia, 2012).  Online concept mapping (See Appendix O) involves starting with a key concept and demonstrating the participant's thinking by drawing a curved line and creating another concept cloud that links to the central concept using words that can be combined with colours, images or links (Buzan, 2007).  Below is an screen shot of a concept map I created on my iPhone on iThoughts (iThoughts, n.d.).

 

I plan to use online concept mapping in the primary school classroom by facilitating students to create their own online concept maps on a current class topic to promote high order thinking and creativity (CQUniversity Australia, 2012).  As a primary teacher I would also utilise this tool as part of teaching the students where concepts fit into the big picture and how it relates to a certain topic to promote engagement through making tasks meaningful and relevant to students (CQUniversity Australia, 2012).  Teachers could facilitate students to achieve required learning outcomes by utilising the TPACK framework including an effective scaffold combined with a good online concept mapping knowledge base, when implementing this tool (CQUniversity Australia, 2012).  It is important that the teacher models and teaches safe, ethical and legal guidelines including crediting sources, parental permission for the use of student images and providing supervision (CQUniversity Australia, 2012; Education Queensland, 2012).

This reflective synopsis has explored a mobile phone wiki activity and four digital tools including wikispaces, digital audio files and podcasts, Prezi and online concept mapping.  Learning theories, digital and productive pedagogies and the TPACK framework have been explored and related to the digital tools explored.  This assignment has reinforced the importance of utilising an effective pedagogy and scaffold to meet students’ learning outcomes (CQUniversity Australia, 2012).  The use of digital technology has the potential to facilitate student engagement, creativity and high order thinking alongside an appropriate scaffold (CQUniversity Australia, 2012).  Ultimately through utilising the TPACK framework a teacher can improve student learning outcomes by combining: a sound knowledge of digital technologies; an effective pedagogy and scaffold; and utilising digital technology (CQUniversity Australia, 2012).

Reference List

Brooks, S., & Byles, B. (2013). Ideas for using PowerPoint in the classroom.
            Retrieved from
            http://internet4classrooms.com/ideas_pp.htm

Buzan, T. (2007, Jan 8). Maximise the power of your brain: Tony Buzan mind
            mapping [Video file]. Retrieved from
            http://www.youtube.com/watch?v=MlabrWv25qQ&feature=player_embedded

Clark, D. (2010). Bloom’s taxonomy of learning domains: the three types of learning.
            Retrieved from
            http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

CQUniversity Australia. (2012). EDED20491- ICTs for learning design:       
            online learning materials. Retrieved from  
            http://moodle.cqu.edu.au/mod/page/view.php?id=115359

CQUniversity Australia. (2013). EDED20491- ICTs for learning design:       
            online learning materials. Retrieved from 
            http://moodle.cqu.edu.au/mod/page/view.php?id=115325

Department of Communications, Information Technology and the Arts
            Commonwealth of Australia. (2007). Net alert protecting
            Australian families online.  Retrieved from
            http://www.dbcde.gov.au/__data/assets/pdf_file/0011/72956/Protecting-

            Australian-Families-Online-booklet.pdf

Department of Education Training and Employment. (2012). Digital
           pedagogy guides. Retrieved from    
           http://education.qld.gov.au/smartclassrooms/documents/developing-  

           professionals/pdf/digital-pedagogy-guides2013.pdf

Dyck, B. (2009). Hooked on glogster: posters 2.0. Retrieved from
            http://www.educationworld.com/a_tech/columnists/dyck/dyck037.shtml

Education Queensland. (2012). Risk management. Retrieved from
            http://education.qld.gov.au/web/schools/riskman.html

EDUCAUSE., & Oblinger, D. (2006, Jan 7). EDUCAUSE Pocket edition
            #3: podcasting in the classroom [Audio file]. EDUCAUSE. Retrieved
            from
            http://www.educause.edu/sites/default/files/2006/01/PocketEdition003.mp3

Felder, R., & Silverman, L. (n.d.). Learning styles. Retrieved from 
            http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html

Glogster EDU. (2013). What is glogster EDU? Retrieved from
            http://edu.glogster.com/what-is-glogster-edu/

Google. (2013). Blogger tour: what is a blog? Retrieved from
            https://www.blogger.com/tour_start.g

Hill, P. (2012, April 20). Thoughts on using prezi as a teaching tool [Prezi file].
            Retrieved from
            http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/

iThoughts. (n.d.). Mindmapping for the iPhone & iPad. Retrieved from
            http://www.ithoughts.co.uk/iThoughtsHD/Getting_Started.html

Prensky, M. (2005). “Engage me or enrage me” – what todays learner’s demand. In        
            CQUniversity Australia. (2012). EDED20491- ICTs for learning design:       
            online learning materials. Retrieved from   
            http://net.educause.edu/ir/library/pdf/erm0553.pdf

Queensland College of Teachers. (2011). Australian professional standards for
            teachers. Retrieved from
            http://www.qct.edu.au/PDF/PSU/QCT_AustProfStandards.pdf

Siemans, G. (2005). Connectivism: a learning theory for the digital age. Retrieved
            from
            http://www.elearnspace.org/Articles/connectivism.htm

Tangient LLC. (2013). Podcasting in education. Retrieved from
            http://podcasting-in-education.wikispaces.com/

Teachers First. (2013). Wiki walk through. Retrieved from
            http://www.teachersfirst.com/content/wiki/

The official guide to copyright issues for Australian Schools & TAFE. (n.d.a).
            Mobile applications (eg iTunes apps). Retrieved from
            http://www.smartcopying.edu.au/scw/go/pid/1059

The official guide to copyright issues for Australian Schools & TAFE. (n.d.b).
            Podcasts – creating. Retrieved from
            http://www.smartcopying.edu.au/scw/go/pid/524

The official guide to copyright issues for Australian Schools & TAFE. (n.d.c).
            Podcasts – using. Retrieved from
            http://www.smartcopying.edu.au/scw/Jahia/lang/en/scw/go/pid/550

The official guide to copyright issues for Australian Schools & TAFE. (n.d.d). Tips
           for teachers on using wikis and blogs. Retrieved from
           http://www.smartcopying.edu.au/scw/go/pid/950

The official guide to copyright issues for Australian Schools & TAFE. (n.d.e). 2.4
           Sound recordings. Retrieved from 
           http://www.smartcopying.edu.au/scw/go/pid/726

Weebly. (2013). The easiest way to create a website. Retrieved from
           http://www.weebly.com/

Wikispaces. (2012). Wikispaces: make this the class they remember forever. 
           Retrieved from
           http://www.wikispaces.com/content/teacher

Appendices

Appendix A: Week 2 Engagement Activity 2 Blog (TPACK). 
Appendix B: Week 1 Reflections Blog (Learning Theories).
Appendix C: Week 2 ICTs: Engagement Activity 4 Blog Reflection (Mobile phone activity).
Appendix D: Week 3 Engagement Activity 3 (Wiki).
Appendix E: Week 3 Engagement Activity 1 (Blog).
Appendix F: Week 3 Engagement Activity 5 (Website).
Appendix G: Week 4 Engagement Activity 1 (Images).
Appendix H: Week 4 Engagement Activity 7 (Digital video).
Appendix I: Week 4 Engagement Activity 6 (Creating podcasts).
Appendix J: Week 4 Engagement Activity 4 (Digital audio files).
Appendix K: Week 4 Engagement Activity 5 (Analysing podcasts).
Appendix L: Week 5 Engagement Activity 2 (Interactive PowerPoint).
Appendix M: Week 5 Engagement Activity 4a (Glogster).
Appendix N: Week 5 Engagement Activity 4 (Prezi).
Appendix O: Week 5 Engagement Activity 10 (Online Concept Mapping).

Week 6 Engagement Activity 1

This engagement activity involves discussing ways that Mobile learning can be used in the classroom.  I was not aware of the amazing things that Iphones, Ipod touch or Ipads could really offer before commencing this course in ICTs.  I am amazed that they can all take photos, screen photos, videos and have sound recorders.  The ways that Mobile devices can be utilised in the primary school setting classroom is endless from facilitating kinesthetic learning in ‘Hairy Letters’ to learning letters in ‘ABC Pocket Phonics’ to exciting concept maps with ‘iThoughtHD’.  I feel these tools can utilise strategies to meet individual learning styles, for example, ‘Voice thread’ or podcasts for auditory learners, and ‘Story wheel’ for visual learners.  I will be interested to see if these methods assist students with learning difficulties better in the future by allowing them to submit assessments using their voice to record their assessment as opposed to writing it if they experience difficulty with this.  The students in the readings seem to be very excited to learn with ipads and ipod touches.  I like the idea of games making learning fun and at the same time facilitating effective learning by holding the students’ interest.  I also really like that the teacher can apply ‘guided access’ to ipads to only allow access to the application the class is currently supposed to be using.  I also loved the idea of 3D story of ‘The Fantastic Flying Books of Morris Lessmore’.  I don’t know there is a better way to ‘hook’ students into being interested in reading beautiful stories now and for the rest of their lives.  I would definitely love to use many, many of the options of applications available with iphones, ipods and ipads to transform learning into something much more than ever before.  When I went to log into Google to write my blog for this week, the advertisement below was on the log in page.  I thought it sums up this week's Mobile Learning focus, nicely.

Get all your stuff, on any device.

Just sign in once to Google, and you can access all your stuff - photos, email, docs, even videos you're watching - automatically saved, and available on any device you use.

Google. (2013). Google Login Page Advertisement.  Retrieved from
            https://accounts.google.com/ServiceLogin?hl=en&continue=https://www.google.com.au/   

I believe 'A Contemporary Effective Learner' poster is very relevant to this Week's focus on Mobile Learning.  I was unable to upload it to my blog so I have uploaded it to my wikispace.  This is the link to 'A Contemporary Effective Learner'.

I am intrigued by the idea of QR codes.  I had never heard of them prior to today.  In the following YouTube video, it shows how QR Codes are helpful in the classroom setting as it helps students to relocate websites when they can’t remember where or how to spell it.  They simply click on the QR code reader, let it scan the QR code that they have a copy of and it takes them to that QR code’s website.  I think this is an amazing way of saving time and ensuring easy accessibility for all.

Marragem. (2011, March 29). Using QR Codes in the classroom [Video file]. Retrieved from
           http://www.youtube.com/watch?v=hSA3YsBy_pU


References:

CQUniversity Australia. (2012). EDED20491- ICTs for Learning Design:

            Online Study guide. Retrieved from  

             http://moodle.cqu.edu.au/mod/page/view.php?id=115238

Week 5 Engagement Activity 2

This activity required us to make a PowerPoint presentation interactive including adding a multiple choice quiz.  I found this activity very time consuming.  I do realise the value of it upon completing the activity and I am hoping this process becomes quicker with time.

It would be very valuable having interactive multiple choice quizzes in the primary school setting (CQUniversity Australia, 2012).  Students could even create their own multiple choice questions for others in the class to attempt (CQUniversity Australia, 2012).  This facilitates analysis of questions and a deep understanding of the topic to be able to complete this task (CQUniversity Australia, 2012).

Interactive PowerPoint presentations could be utilised for those higher achieving students that have finished tasks before other class members, to enable them to continue to learn rather than become bored (CQUniversity Australia, 2012).  This task is based on Connectivism learning theory as it requires computer and internet usage (CQUniversity Australia, 2012).  The multiple choice quiz is associated with the Behaviourism learning theory through routine skill development and building on previous knowledge (CQUniversity Australia, 2012).

By using the TPACK framework including a good scaffold and a good understanding of PowerPoint presentations, I do feel that interactive PowerPoint presentations can facilitate good learning outcomes (CQUniversity Australia, 2012).  When using interactive PowerPoint presentations in the classroom it is important for the teacher to model and teach safe, ethical and legal guidelines including crediting sources and parental permission for images of students to be used in the presentation (CQUniversity Australia, 2012; Education Queensland, 2012).

This is my PowerPoint presentation.  I uploaded it to my wikispace as I was unable to upload it directly to my blog.  The link is:

http://emmataylor411.wikispaces.com/Glogster

References:

CQUniversity Australia. (2012). EDED20491- ICTs for learning design:

            online study guide. Retrieved from  

            http://moodle.cqu.edu.au/mod/page/view.php?id=115238

Education Queensland. (2012). Risk management. Retrieved from
            http://education.qld.gov.au/web/schools/riskman.html

Week 5 Engagement Activity 3

This activity required us to create images on PowerPoint.  I uploaded mine to Slide Share to obtain the embed code.  It was quick and easy to use slide share and PowerPoint.  This tool could be used in consultation with digital tools to assist with engagement during activities (CQUniversity Australia, 2012).  I can see value in students creating their own moving images to promote creativity and to be able to use images that they are interested it and see relevant to themselves (CQUniversity Australia, 2012).  This tool relates to Connectivism as it requires computer and internet usage (CQUniversity Australia, 2012).

Teachers need to model and teach students safe, ethical and legal guidelines to adhere to when creating images including crediting sources and parental permission to include images of students (CQUniversity Australia, 2012; Education Queensland, 2012).




 

Week5 engagementactivity3ppp from toggle99

The link is: http://www.slideshare.net/toggle99/week5-engagementactivity3ppp


References:

CQUniversity Australia. (2012). EDED20491- ICTs for Learning Design: Online Study guide. Retrieved
           from http://moodle.cqu.edu.au/mod/page/view.php?id=115238

Education Queensland. (2012). Risk management. Retrieved from
            http://education.qld.gov.au/web/schools/riskman.html

Week 5 Engagement Activity 4a

This engagement activity involved creating and embedding a glogster.  It was time consuming but I did really enjoy making the glogster and voki this week.  There are many learning benefits of a glogster (CQUniversity Australia, 2012; Glogster EDU, 2013).  It is interactive and can incorporate many forms of multimedia to engage learners (Dyck, 2009; Glogster EDU, 2013).  A lot of information could be included in this form of an interactive poster (Dyck, 2009; Glogster EDU, 2013).

I think this would definitely be helpful in the classroom setting to promote engagement and creativity in primary school aged children (CQUniversity Australia, 2012).  I would like to use this tool in the primary school setting, to create interactive class posters that could be developed individually or as a class on a certain topic the class is currently studying, or a classroom glogster that has a combination of topics studied during the term (CQUniversity Australia, 2012; Dyck, 2009). I could upload children's work during the term as a way to display it (CQUniversity Australia, 2012).  A group glogster can support Social Constructivist learning theory through group collaboration to consolidate individual learning (CQUniversity Australia, 2012).

This tool is based on Connectivism learning theory as it is related to the internet and computers (CQUniversity Australia, 2012).  Teachers can improve learning outcomes using a glogster by utilising TPACK including a good understanding of how to utilise glogsters and an effective scaffold when implementing this technology (CQUniversity Australia, 2012).  The teacher should model and teach students the safe, ethical and legal guidelines that must be adhered to in regards to glogsters including crediting sources and parental permission for student photographs to be utilised (CQUniversity Australia, 2012; Education Queensland, 2012).  Teachers should also ask copyright owners for permission to utilise their work if it is not free or free for educational use (The official guide to copyright issues for Australian Schools & TAFE, n.d.b).  Teachers should utilise materials provided by free educational use websites (The official guide to copyright issues for Australian Schools & TAFE, n.d.c).

I embedded my Glogster into my wiki. This is the address it can be found on my wiki.

http://emmataylor411.wikispaces.com/Glogster

This is the address that it can be found on in relation to Glogster.edu.

http://etict.edu.glogster.com/week-5-engagement-activity-4a/

Below is a voki that I created this week and was finally able to embed in my blog. 

 
Above is my glogster that I was able to embed into my blog.


References:

CQUniversity Australia. (2012). EDED20491- ICTs for learning design: online study guide.
              Retrieved from
              http://moodle.cqu.edu.au/mod/page/view.php?id=115238

Dyck, B. (2009). Hooked on glogster: posters 2.0. Retrieved from
            http://www.educationworld.com/a_tech/columnists/dyck/dyck037.shtml

Education Queensland. (2012). Risk management. Retrieved from
            http://education.qld.gov.au/web/schools/riskman.html

Glogster EDU. (2013). What is glogster EDU? Retrieved from

            http://edu.glogster.com/what-is-glogster-edu/

The official guide to copyright issues for Australian Schools & TAFE. (n.d.b).
          Podcasts – creating. Retrieved from
          http://www.smartcopying.edu.au/scw/go/pid/524

The official guide to copyright issues for Australian Schools & TAFE. (n.d.c).
          Podcasts – using. Retrieved from
          http://www.smartcopying.edu.au/scw/Jahia/lang/en/scw/go/pid/550

Week 5 Engagement Activity 4

This engagement activity required making a Prezi.  I found this very enjoyable, fun and interactive.  I feel this could definitely be utilised in a primary classroom as a form of art and expression or through learning concepts and generalisations in an interesting and interactive way (CQUniversity Australia, 2012).  It was easy to make and had lots of interesting options (CQUniversity Australia, 2012).  This tool relates to Connectivism learning theory as it relates to working on the internet and computers (CQUniversity Australia, 2012).  Prezis can facilitate Cognitive learning theory by grouping like information together, deepening an understanding and storing the information in the long term memory (CQUniversity Australia, 2012).  I have included a PMI to analyse the positives, negatives and implications of a Prezi.

Plus (positives)	Minus (negatives)	Implications (potential outcomes whether negative or positive)
It promotes academic engagement.	It may not be suitable for students who get motion sickness.	It sustains engagement.
It supports Cognitive learning theory by linking like topics together to deepen an understanding of a topic.	It requires good internet access.	Students can learn from one another’s Prezis by sending, emailing, or adding it to facebook.
It promotes creativity through students creating their own Prezi.	The Prezi site does not always work.	It meets the needs of many learning styles.
Higher order thinking can be facilitated with the use of an effective scaffold.	There is the potential for an information overload if the teacher or students are not aware of keeping it simple.	It facilitates multimodal learning as it can utilise images, videos, text and links.
Minute details can be added, that can be zoomed in on later.	It can be of little value without an effective scaffold.	It can be used by teachers to facilitate a deep understanding of a topic, for example, learning about the brain – what it looks like – and it can zoom in and out of names of the anatomy.
It can zoom in and out to focus on different aspects.		It has the potential to utilise self regulation and student direction by adhering to safe, ethical and legal guidelines.
It can be used to deepen an understanding of a topic through the following subjects and examples: -History – Timelines -Science – Anataomy and physiology -Chemistry – elements and chemical compositions.

It is important for the teacher to model and teach ethical, safe and legal guidelines to be adhered to when creating a Prezi (Queensland College of Teachers, 2011).  Teachers should reinforce the importance of crediting all sources and obtaining parental permission to add any images or videos of students to the Prezi (CQUniversity Australia, 2012).  A teacher can improve learning outcomes when using Prezis by utilising the TPACK framework including a sound knowledge of the affordances of a Prezi in learning and an effective scaffold (CQUniversity Australia, 2012).

This is the link to my Prezi.

http://prezi.com/kuybuoxjmgtq/untitled-prezi/

I was also able to embed my Prezi below.

 


References:

CQUniversity Australia. (2012). EDED20491- ICTs for learning design: online study guide.
            Retrieved from
            http://moodle.cqu.edu.au/mod/page/view.php?id=115238

Queensland College of Teachers. (2011). Australian professional standards for
           teachers. Retrieved from
           http://www.qct.edu.au/PDF/PSU/QCT_AustProfStandards.pdf