Embedded Assessment Task 3

This weeks embedded task was to explore tools that I could use to construct presentations in a classroom environment that will both engage the interests and learning of students.

I've created a quiz to test my students knowledge of ICT before entering Junior Secondary education.  As my students are just entering high school, I hope to engage them by creating a quiz that is both fun and rewarding. 



https://commons.wikimedia.org/wiki/File:Microsoft_PowerPoint_2013_logo.svg

My quiz is constructed using Microsoft Powerpoint.  Powerpoint allows me to construct slides using an open theme.  I have created variety of questions on slides using different levels of difficulty that tie together correct answer (and incorrect answer) using hyperlinks.  For each question I have provided the option of three different possible answers in text boxes.  Each text box is linked to either the correct answer slide or the incorrect slide.  Above each text box, I have provided a visual clue by providing the image of each answer.  If a students selects the correct answer, they will be presented with a positive words 'Well Done', as well as an additional picture of the device (for reinforcement) and an audio recording.  I created the audio recording through powerpoint of my kids clapping.  If the student selects the wrong slide, they will be presented with a message to try again, including a clue to engage the students thinking by hinting at what the answer could be.

Microsoft Powerpoint does have some privacy options listed under the Trust Centre.  These includes allowing office to connect to online services to improve user experience and sending personal information to Microsoft.  Linked into the Privacy Options also includes the Microsoft Privacy Statement.  There are also a feature contained under the Info Tab, called 'Protect Presentation'.  This feature allows me to encrypt my presentation with a password, and restrict access by allowing only certain people to make amendments.  I also have the ability to add a digital signature to ensure the integrity of my presentation.

Microsoft Powerpoint does have the ability to be multi authored allowing collaborative work.  Such an example is multiple students could create new slides with questions and answers to test knowledge.  The number of authors appear against each slide under Home tab.

The instructions provided make it relatively easy to create the presentation.  There is also a vast amount of instructions on the internet and suggestions and various features.  I found it relatively easy to sign up to Microsoft OneDrive and embed my presentation in Google blogger.

The technology required to create this presentation was the Microsoft Powerpoint application.  This is part of Microsoft Office 2016 software suite.  There is the option to create a presentation using the online version of Microsoft Powerpoint.  This is contained in Microsoft OneDrive.  The technology required to share this presentation online includes an internet connection and access to Blogger.

As described in my previous tasks, in order to meet copyright laws, the students will need to ensure that they are using the correct referencing techniques when embedding videos, music and links to other websites.  This will also include giving credit to copyright holder.





SAMR

Substitution:
This interactive powerpoint presentation could be a direct substitution for a multiple choice test.  This directly replaces the use of pen and paper (and exam paper).

Augmentation:
The presentation includes additional features that not available in a traditional classroom including the use of audio.  Furthermore, there are slides embedded that will hint if student has selected the wrong answer.

Modification:
From a modification level, the use of audio when selecting the correct answer engages the student by both encouraging the student to continue the quizz, and reinforcing the correct answer.

Redefinition:
Powerpoint slides can be created collaboratively by students in the classroom environment to test each other's knowledge.  This would be good example of researching knowledge and enriching the learning experience to engage higher order thinking.

Embedded Task 2 - Assessment Item

This weeks embedded task was to discuss the benefits for the use of videos, images and audio recordings within the classroom environment and how it can enhance learning and gain the interests of the students.

The attached video was created using a program provided on apple products called iMovie. IMovie not only allows you to simply record audio and visual playback.  It enables users to add text and titles with selective placement, add background music or voice over functionality, as well as adding images or themes.  Editing is possible by enabling myself to deletes scenes and import scenes from different videos. The video can be uploaded from iMovie directly to YouTube.  Students can then embed the video from YouTube to their personal blog.  Whilst I have had limited experience creating my own personal videos, upon viewing and using my children’s Ipads I discovered that creating videos was a regular activity that my children engaged in from creating videos about our pets to commentaries on themselves playing online games.


iMovie, https://www.google.com.au/searchas_st=y&tbm=isch&hl=en&as_q=imovie&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=sur:f#imgrc=_&spf=200

Whilst there is no privacy settings in iMovie, You Tube contains various settings to limit public, private and unlisted viewing.  These features apply to sharing the URL, linking to the channel section, the video appearing in search results, channel posts and subscriber feeds.  The privacy settings are easy to use.  There is a functionality to link together multiple video’s that may have been created by different authors.

The instructions make it relatively easy to use in the creation stage, however some difficulties were experienced when trying to upload the video from the IMovie to You Tube.  Instead of simply uploading the video to You Tube, I needed to download a copy of the movie to my desktop.  From here, I logged into You Tube and directly upload the movie file.  It was from here I could embed the file into my personal blog.

The technology required to create this video was an IPAD and the IMovie application.  The technology required to share online includes an internet connection, an account with You Tube and access to Blogger.

Uploaded to You Tube, https://youtu.be/9V6vnZYhIeI

Even though can students can amend the privacy settings of the video recordings, they still have to abide by copyright laws.  For instance, both teachers and students need to ensure they are using the correct reference techniques when embedding videos and providing links to websites for educational purposes.  This includes giving credit to the copyright holder.

My second tool includes an audio recording I created using Audacity 2.1.0.  I downloaded this open source software from: http://audacit.sourceforge.net to my desktop computer.  It was here I created an audio recording in .WAV format.  I was required to download LAME encoder from the same website to convert the file from a .WAV to a .MP3 format.  I added a HTML gadget into my Bloggers main page using a Music Player from https://www.powr.io/tutorials/how-to-add-music-player-widget-to-your-blogger-site?app_slug=music-player&platform=blogger&platform_type=plugin.  The website provided quick and easy instructions on how to apply the music player to my blog.  The websites provides free limited access on a provision of logging into a Gmail account with the option of paying for premium services.  I logged into the website and uploaded my audio recordings.  This can be listened to pressing play on the media player gadget on the sidebar.




Audacity, 2017, http://audacit.sourceforge.net


SAMR

Substitution:
As previously described in my Reflection 4.3, the video could be used as a substitution for assignments. The audio recordings on the other hand, could be used as a replacement for notetaking, brainstorming ideas, personal journal or a reflection tool

Augmentation:
As previously described in my Reflection 4.3, the video could utilise additional features that are not available in traditional classroom assignments including the use of voice, text, graphs and the use of music.  With the added features of audio recorders such as Audacity, students will be able to crop sections, add effects, pause/rewind/fast forward.

Modification:
From a modification level as discussed in Reflection 4.3, video can be used to immerse students and add additional features that were not previously possible such as setting a scene in a real-world context and incorporating music to add emotional value.  Audio could be used in an outdoor setting to either listen to an audio recording or even record audio whilst out and about.  This is easy accessible given that most high school children have mobile phones that have an audio recording function.

Redefinition:
Following on my previous discussion in Reflection 4.3, video can be used to visually demonstrate a solution to a problem.  Industry professionals could be interviewed in a video recording to provide real world context.  Audio recordings could be used to record industry professionals.

Reflection 4.3

In my previous years as a student, I've always found that the use of video has been more interesting, enjoyable and entertaining then reading information directly from a text book.  The use of video further adds more depth by immersing students directly into a topic.  As a result, this has always been a more memorable experience which I found information easier to analyse and recall.

Liraz Margalit Ph.D. in her post Video vs Text: The Brain Perspective on Psychology Today says that:

When we watch a video, we become immersed in it and create an empathetic connection with the screen. If you want your visitors to fall in love with your content, it makes sense to deliver it via video. That’s because it’s much easier for us to become emotionally attached to something we watch in a video than something we read in an article.

From a substitution level, information may have been represented in a text book with a couple of charts or images.  I can now chart this information in a workflow diagram and include the data in an informative video.  This information can be embedded in a powerpoint presentation.

From a augmentation level, a student may have previous read information from a text book to create a subconscious visual imagery/representation such as a step by step guide on how to create a blog.  I can now create a video to demonstrate to my students how I physically create a blog using Google Blogger.  The video recording adds an extra layer of visual and audio instructions.  This may assist a student if they do not understand or misinterpret the written language, however will may find it a lot easier to follow the bouncing ball.

By the same token, on a topic such as creating networks, a student construct a short video clip defining the different elements of a computer network and provide either still images, or short representation of how the different components talk to each over a network.

From a modification level, students may be tasked to collaboratively create a network and post a video detailing the steps into a blog for assessment.  The students can discuss the steps, post comments and provide feedback.  The students may share information and discuss if step is not entirely correct.  The students could also post their own video..

From a redefinition level, I may present a real-life problem in a Wiki, such as generating a solution to replace the electricity in a classroom with a renewable resource with a limited budget.  The students will form into smalls and will also collaborate with other groups in the class.  The students can contact industry professionals to obtain quotes for various devices such as solar panels, batteries, installation cost, window turbines etc. Students are required to chart the progress, and provide budgeting information.  Students could create a video detailing the steps required to setup a solar panel network and the amount of electricity produced and carbon emissions saved.  This information could be provided in a visual chart.


References:
Psychology Today, Posted May 01 2015.  Video vs Text: The Brain Perspective.  https://www.psychologytoday.com/blog/behind-online-behavior/201505/video-vs-text-the-brain-perspective

Reflection 3.3

Websites will be useful and engaging for teaching students in a classroom environment due to the fact that not only can information and content be displayed in an eye-catching manner, but I can also tie together blogs and wiki spaces.  My website fundamentally differs from a blog or wiki in that I start with an initial homepage and I can create separate pages (websites) and other resources.




https://www.shoutmeloud.com/difference-between-blog-vs-website.html

Substitution

There are various similarities in the substitution phase of the SAMR model between Blogs, Wikis and Websites.  Students traditionally receive a hard copy of the classroom assignment.  The assignment was physically handed in to the teacher for submission.  Students can now download a copy of the assignment and upload a completed copy by the due date.
The usual practice for students was to gather resources either through hard copy text books in a library.  The students can now access online resources through hyperlinks.  I can now post information notices for student and parents such as class excursions rather then print out hard copies for students.  Other such resources as homework and worksheets can also be downloaded from the website.

AugmentationThe use of websites can now build on the substitution phase in that students are now able to take an online quiz and exams instead of using pen and paper.  I can also post Homework on the website, instead of taking home a hard-copy.  Students an also submit homework online.

ModificationWebsites allow for a significant amount of modification.  Students are now able to embed audio recordings and video's into assignments, along with hyperlinks to external websites.  I can also provide feedback to directly students about the assignments.  I would also include such things as meeting calendars and the ability to schedule meeting for teacher/parent interviews.  Students will have the ability to view real-time information e.g. Australia's current economic debt, weather through Bureau of Meteorology or current online prices for computer equipment.  Students will be able to communicate and share information through a forum. 

RedefinitionCompared to the traditional classroom, my website will be able to transform how the teaching lesson is conducted.  For instance, students now have the ability to collaborate on ideas and resources on a forum.  Students will also have the ability to contact external industry professionals for further learning.  Importantly, websites can allow students to preset a real-life outstanding issue that requires attention.  The classroom students can all collaborate by posting various ideas and solutions to try provide a solution.  We can then further analyse and discuss the solutions in the classroom.  These types of tasks were not possible in the traditional classroom.

Reflection 3.2

Wiki has the potential to not only replace learning activities in the traditional classroom, but to
to engage students in each step of the SAMR model by actively participating in the learning process.  This completely redefines and adds additional value to classroom lessons.  Although Wiki's are initially created by one person, all students are able to update and add further content.


https://careereducation.wikispaces.com

In the traditional classroom environment for instance, the students may of been given an assignment topic such as the history of Shakespeare.  The students would use pen and paper, and perform research through library resources, hard copies and the occasional online resource.  The students would type up the assignment using Microsoft Word and print out a hard copy for submission. Using Wiki, however students are now able to collaborate with each other by posting articles, converse through in-class (or external) discussion groups, providing links to online resources and embedding video media.  The students can create topics and subtopics, add keywords and upload assignments for submission.  I will be able to monitor and observe the progression and may be able to provide feedback if assistance is required.

Traditionally for group oral presentations, a small group of students would need to meet together or converse over the phone to discuss ideas, plan, research and write the oral speech.  The group oral presentation would have taken place with overhead projector or power-point slides as the only media available.  Students will now be able to post and discuss ideas with each other on the Wiki and upload materials for presentation.  The presentation may now incorporate further resources that was not previously possible such as embedded video/audio and perhaps even a recording of an online teleconference with industry professionals through Skype.

In the past, a student would need to record the due dates for assignments, examinations and future events in a homework diary.  This information can be now recorded in an embedded calendar.  Students can login from a personal internet connection and view details online from home.  I can also upload a link to the various assignments.

View my Wiki at: https://brendongisler.wikispaces.com/
                                  

View the video below by Vanessa Van Edwards: https://elearningindustry.com/how-to-use-wiki-in-the-classroom

Reflection 3.1

Blogs are an exciting and modern way of engaging students in any learning area using ICT technology.  Children today are more conversed in the online environment than ever before and are fortunate to have grown up with online spaces and content such as websites, blogs, social media and wiki to name a few.  I believe the use of blogs in a classroom environment will become almost second nature to most students. Blogs differ from other forms of online spaces as they act a chronological online journal.


https://inquiryblog.files.wordpress.com/2011/11/edumacation-blog-wordle.png

Students can customise their own blogs to suit their individual personalities such as setting themes e.g. Skateboarding or fashion.  They can also embed articles, media, video and linking websites.

I can use blogs in my own teaching context by presenting real-world problems such as tackling climate change.  I can embed articles, media and video and provide links from relevant sites such as CSIRO and Climate Change Authority.  Students can then be tasked to develop solutions to tackling carbon emissions and submit assignments and commentary on the blog.  I can engage in-class discussions based on the articles and blog commentary with the aim to facilitate collaborate learning and higher order thinking.  I can engage the CSIRO and Climate Change Authority through the blog to provide feedback on what is currently being investigated in Australia and what steps each student can take to reduce their carbon footprint.  For my students with an international background, I can also contact equivalent government departments for feedback to find out what they're country is currently doing to tackle climate change.  I can verify all content before any items are published and ensure that all content meets copyright and legal obligations.  I can also monitor student development through feedback and comments and provide further assistance if required.

                                     
http://www.csiro.au/ 

                            
I believe that not only will the use of blogs in a teaching context further learning outcomes through additional learning channels and further enquiry, but will do so in a way that is transformative and could not be done in a traditional classroom environment.

Embedded Task 1 - Assessment Item

Blogging is an ideal platform for facilitating the pedagogy in the classroom environment by providing a forum to introduce lessons and materials in a manner that is effective and not complicated for the classroom teacher.

The Blogger can be used to facilitate high level pedagogy by introducing lesson content, providing an open form for students to communicate ideas, build relationships amongst students and teachers.  The content can be used promote and further advance educational materials that are not normally available in the classroom environment such as links to online materials, embedded educational videos.  The blogs can also be used by teachers to gauge student progress and development.  External sources such as Industry professionals can also be invited to comment and provided feedback.

The Blogger is presented in an online diary format where a teacher or student can post regular updates.  The Blogger can be created by either a choosing a preset theme, or by customising the colours, layout, wallpaper (pictures), and font to suit the user.  This layout can be changed at any time.  The posts can be either saved in a draft format or published. Media can be embedded into the  by blog copying the embedded HTML code from the original source and pasting the information into the HTML window within the blog.  Other types of files that can be embedded include excel spreadsheets, tables from word documents, power point presentations to name a few.  The blogger can also create hyperlinks to other websites by pasting the URL into the link option.
Teachers and students have the ability to comment and provide feedback on the blogs. 
The blogger also has the option to set the security permissions on the blog.  This can be used to increase privacy settings, and limit whom can view and access the blogs.  There is also an option to use security passwords. 

The SAMR concept can be incorporated into blogging in a number of ways. From a teachers perspective blogs can be utilised to substitute the use of folders containing students work, it can replace traditional newsletters, teachers can upload imagines or videos for the children and their families viewing, it enables teachers to share announcements and is an easier way to distribute homework and assignments. To transform teaching entirely students can engage with the teacher and others, blogging encourages students to leave feedback, opinions and other resources surrounding the topic being discussed as well as connecting students with experts and peers from around the world. From a students perspective they can utilise their own personal blog to upload written or typed assignments, documents, tests and worksheets and when learning is transformed completely they can use a blog as a natural extension to their learning allowing them to express their opinions, sharing information, links, along with giving and receiving feedback from teachers and peers.






References:
www.sydney.edu.au
http:/www.edjewcon.org/blogging-through-the-lens-of-samr