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

Reflection 2.2

Bloom’s taxonomy based on my understanding is that it incorporates six levels of cognitive higher order thinking. Instead of students simply remembering or relaying information without any real understanding, this framework’s objective is to assist students to utilise higher order thinking such as analysis and evaluation through understanding and application or knowledge, facts, rules, concepts, and ideas.

SAMR model puts forward the use of technology within education. It assists teachers to conceptualise the utilisation and incorporation of technology into the classroom with the aim to advance student learning. The four levels incorporated in the SAMR model are substitution, augmentation, modification, and redefinition. Substitution and augmentation are both categorised in the enhancement phase where learning is enhanced with the use of technology but not entirely replaced. Modification and redefinition are defined as being part of the transformation phase where the learning is entirely replaced using technology so instead of using paper and pen, students are integrating the use of laptops, the internet and a whole package of other multimedia technologies.

https://www.youtube.com/watch?v=hupcPUlWf7w#action=share

As presented on the diagram below, both frameworks have different concepts but they both integrate tasks to encourage the use of higher order thinking among students.  This is important in my pedagogy as can I implement the use of technology to enhance and further expand the cognitive thinking skills to gain a more in-depth knowledge base.

http://www.schrockguide.net/samr.html

Reflection 1.3

Reflection 1.3

The main challenge that comes to my mind as a learner in this unit is the limited face-to-face interactions with my lectures, however this can be easily overcome by posting questions frequently and discussing topics on the CQU forum.  Another one my challenges is juggling a full-time job, study and a large family (6, soon to be 7 children), though with proper time management, I'm confident I will be able to balance my commitments.  I'm quite fortunate to be working in a shift-work environment that allows me the flexibility to work my studies around my timetable.

I am also quite fortunate that in my extended family I have relatives that are currently teachers and have been for over 20 years as well as work colleagues that have previously taught at high schools.   I use this opportunity to ask questions and discuss topics surrounding my currently enrolment in the graduate diploma of learning and teaching.

I also believe that some of these important life skills would be really good to pass onto my students - time management, pushing through the boundaries to achieve goals, and communicating with peers.



http://www.keyword-suggestions.com/anVnZ2xpbmcgIGxpZmU/

Reflection 1.2

Reflection 1.2

When I first commenced this course, I was still under the impression that schools were using whiteboards and overhead projectors, but how wrong was I!. I am absolutely amazed at the technological changes there has been in the classroom and I am looking forward to the challenges of using technology to teach children. 


http://blog.ltc.mq.edu.au/ashsr2/tag/better/feed/

As we live in an age of technology of tablets, desktops and laptops, and from my own experience of having 6 children, each whom can navigate their way around their IPADS, I believe that children will be naturally drawn and familiar with using technology for education. I have observed and tested some of the applications currently used in the classroom at my children's school such as Reading Eggs and Mathletics and I can definitely see the value in providing this avenue to engage and encourage children to want to learn. After all, learning can be heaps of fun!.

I can understand that some people may feel quite daunted by using technology both in every day life and in the classroom, however I believe that if you take little steps at a time - and those small steps turn into bigger steps - they will soon realise that its not as complicated as first thought.

I also take this approach to learning new ideas and try to look at things as more of a challenge to overcome.

I am definitely committed to the delivery of new information and to letting my students research and seek out knowledge in areas that they are interested in.  My oldest son constantly researches information on the internet on planets, and the solar system. He quite often searches YouTube videos and has even showed me a video clip on the different sounds that each planet makes out in space.

My main concern is that the information they learn is correct and accurate, however I believe that if the knowledge has been obtained a from credible resource such as NASA or CSIRO, there shouldn't be any concerns.

Along with the use of IPADS and learning applications within the classroom, I have observed the teacher using data projectors and interactive white boards.

Reflection 1.1

Week 1 - The Contemporary Teacher

Reflection 1.1

On a scale of 0 to 10, I would rank myself a 7.5.  From what I can see in the Learning Continuum, most categories currently relate to the industry practices that we are currently applying in my workplace.  For instance, we have very secure security protocols and standards around managing information.  We also tend to have fairly stringent ethical standards and train staff yearly through training courses and tests. 

http://www.goodguide.com/about/ratings

I also believe I’m very familiar with a range of techniques that I can teach the students to investigate and locate information.  In my job for instance, I regularly draw knowledge from knowledge base articles, call histories, Wikipedia and email articles to Google searches. 

I’m quite surprised at how much information is relevant to an actual workplace setting particularly around sharing and exchanging information.  I believe this will assist the students in preparation for the workforce.  In my workplace we use ICT communications such as email, messaging and video applications (e.g. Skype for Business and Lync).  These applications are very practical when we are confused on a topic or need further advice from other colleagues.  These communication tools are also very useful when wanting to quickly converse with members from different departments (without formally contacting via phone call, or meeting in person)

Lastly, I find the last section managing and operating very valuable skill for students, particularly for students that want to seek a future career role as IT technician (such as Desktop Support).  In this particular role, required intimate knowledge of components, and how to diagnose, investigate and troubleshoot issues.  The knowledge of various components, the tasks performed, troubleshooting and diagnosing issues are also important in a home network environment.

Reflection 2.1

Strategy	Focus questions	When have I experienced this in the past?	How have I used this strategy as a teacher?
Deep knowledge and higher order thinking	Are higher-order thinking and critical analysis occurring?	In my undergraduate degree, we learned about the transmission of network packets during network communications and we visualised what was happening, discuss and later applied in a practical sense.	Yes.  In certain topics that I have home schooled my kids, I have noticed that my kids have taken knowledge that they’ve learnt and discussed/analysed instances in a real-world setting. E.g. One of my kids pointed out that a person swimming at the beach has ended up further down beach due to currents taking him in that direction.
	Does the lesson sequence cover operational fields in any depth, detail or level of specificity?	Yes, in the above instance, the lesson sequence covered the theory through in-class lecture, watching video in tutorial and later applying knowledge by physically connecting network devices.	Yes.  One of the topics I taught my kids was about dinosaurs.  We learnt about the evolution of dinosaurs, habitats, what they eat and how they lived.
	Do the work and response of the students provide evidence of depth of understanding of concepts or ideas?	The students could take the concept and apply them in a real-world setting.	Yes.  My kids regularly have discussions on the topics I have taught.
Collaborative and social learning	Does classroom talk break out of the initiation/response/evaluation pattern and lead to sustained dialogue between students, and between teachers and students?	Generally, we had discussions between ourselves and lecturer/tutors to clarify information and discuss topic or ask further questions.  Also in my current studies, I have been able to discuss inclusion and diversity of classroom teaching with a relative whom is a primary school teacher and find out how she applies this in a classroom environment.  One such example was teaching a student with no English-speaking background.	One of the topics I taught my kids during home school studies was about the solar system.  We learned about the different planets, stars, sun, and space.  This led to conversation about how to travel to different planets, whether we can breathe in space and whether aliens exist.  My eldest son now looks up space related topics on You tube.
Knowledge as complex and linked to interests and experience	Are students critiquing and second-guessing texts, ideas and knowledge?	Not generally.  I remember a couple of students would ask questions if they’re read or heard information that contradicts what was being taught.	No.
	Does the lesson sequence range across diverse fields, disciplines and paradigms?	No, I don’t recall individual lessons spanning across diverse, disciplines and paradigms.	Yes.  When I taught my kids about Chinese culture we crossed multiple fields such as the construction of the Great Wall (history), educational video about Chinese animals and natural environment (Geography, Biology), Kung Fu – Wing Chun – (physical education, language and history).
	Is there an attempt to connect with students’ background knowledge?	Yes.  I recall a few teachers asking students if they’ve experienced or remember certain examples, before proceeding with topic.	Yes.  I regularly ask my kids whether they’ve learnt about the topic in school and described how it relates to the topics I was teaching.
Problems that are real and relevant to students	Do the lesson sequence and the assigned work have any resemblance or connection to real-life contexts?	In my high school studies, for an assignment I borrowed a laboratory kit to take down to the local creek and take samples of water to read PH level and take other measurements.	Another topic I home schooled my kids was mathematics.  On a few occasions after completed exercises in graded books, I took my kids shopping.  I set a task for my kids to show how much different grocery items cost, the cost per 100g and make decisions on which items are cheaper (per 100g).  I also asked my kids to do calculations for smaller amounts e.g. If the chocolate cost $3 and I have a $5 note, how much change would I receive?
	Is there a focus on identifying and solving intellectual and/or real-world problems?	Yes.  In the above example, we were trying to determine the health status of the creek.	Yes.  In the example above I was teaching budget management and how look for the best price value.
Student direction	Do students have any say in the pace, direction or outcomes of the lesson sequence?	Yes.  In Year 12 English, we re-enacted a play for Macbeth, however it was up to our discretion to determine the setting, props, costumes etc, so we performed a modern-day twist (similar to Romeo and Juliet movie).	Yes.  My children chose certain topics they were interested in learning e.g. Space, Dinosaurs and at times picked certain activities e.g. reading, watching educational videos. No.
	Are the criteria for judging student performance made explicit?	Yes.  This information was provided on a marking criteria.
Cultural knowledges Active citizenship	Are diverse cultural knowledges brought into play?	No.	A part of the home school education was learning about Chinese culture.  This was done through watching educational videos, doing work book exercises e.g. my youngest kids colouring in Chinese dragon, and previous lessons in Martial Arts (Kung Fu – Wing Chun).  It was here the kids also learnt Chinese phrases.  We also experienced culture through eating Chinese food.
	Are attempts made to foster active citizenship?	In legal studies, we discussed the voting/election process and rights as citizens.	No

ICT for Learning and Design - Brendon Gisler

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http://thinkspace.csu.edu.au/rugame/files/2015/08/21st_century_educator_skills-1zcl3i3.jpg