Thursday, 11 April 2013

Assignment 2 - Reflective Synopsis of Digital Technologies


Introduction

Digital technologies are not only a part of society but are also a compulsory part of the education process.  Properly integrated, these technologies can greatly enhance the learning experience.  In this synopsis, a selection of digital technologies have been analysed for their use in the classroom, and specifically the highschool science classroom.


Reflection on Wiki Activity

An activity was undertaken by the students of “ICTs for Learning Design”, in which each student was to contribute their ideas on the use of mobile phones in the classroom to a class wiki.  See appendix A for an explanation and analysis of wikis and my experience of the activity.

In the learning theory of constructivism, learners construct new knowledge through support and interaction with others (Fasso, 2013).  The mobile phone wiki activity was a form of constructivism, because it scaffolded learning through an online collaborative discussion. 

An important element to the success of a wiki is the scaffolding used to collect the information or ideas.  In this activity de Bono’s six thinking hats was the tool used.  Each of the six hats represents a different way to think about the topic (The de Bono Group, nd).  Its use prevents one view point or participant from consuming the discussion as all participants are required to think about and contribute ideas from all the different perspectives (The de Bono Group, nd), leading to a more thorough investigation of the topic.


Reflection on Blogs (Group 1 Tool)

A blog (short for web log) “is an online, chronological collection of personal commentary and links” (Educause Learning Initiative, 2005, p. 1).  They can be authored by an individual or by groups (Educause Learning Initiative, 2005, p. 1).  A number of different classroom uses for blogs as well as an analysis of their uses is contained in appendix B.

This blog is an example of a student-centred task using blogs.  Not only has a variety of online information been used in the blogs (see appendix C for an embedded YouTube clip and appendix D for an embedded glog) further reading is available through the linked websites contained within the references.  This is an example of how the author’s idea can be compiled and complemented through the use of other online content.  The comments on the bottom of the blog in appendix D is also an example of how students can interact with and learn from each other’s blogs.

The copyright and ethical implications of blogs depends upon how it is to be used.  This was discussed in appendix B.  If the teacher is going to encourage commenting on the blogs then the students need to be educated in the purpose of commenting and what would constitute inappropriate comments.  The onus is also on the teacher to be constantly monitoring comments so quick action can be taken if anything inappropriate is posted.

As was discussed in appendix B, there are a number of different classroom uses for blogs.  Whether the blog uses the lower order thinking skills (LOTS) or the higher order thinking skills (HOTS) of Bloom’s taxonomy will essentially depend on whether the information in the blog will be posted by the teacher (LOTS) or by the students (working towards HOTS) (Church, 2013a).  Encouraging interaction between student blogs and student posts is also a great way to support constructivist learning (Fasso, 2013).


Reflection on Digital Videos (Group 2 Tool)

Out of the group 2 digital tools I chose to make a digital video (see appendix C).  The accompanying blog reflection in appendix C also details how this video would fit into a classroom situation and possesses a PMI analysis of the task.

The task of creating a short video was to employ the HOTS of Bloom’s taxonomy (Church, 2013a).  Getting the students to collate the required information only uses the LOTS of remembering and understanding (Clark , 2010).  The HOTS are employed during the planning, designing and creation of the video.  The students need to find or create visual aids to use in the video along with the spoken audio.  In doing this they will need to evaluate the suitability of each visual aid in relation to the information being presented (Church, 2013a).  The students do not lose the LOTS by producing the video, because, as pointed out by Church (2013b) under his description of creating, all the other facets of Bloom’s taxonomy are applied in order to get to the creating stage.

When considering the hindrances to creating a digital video (as detailed in appendix C), a number of these could be avoided through the careful preparation of the teacher.  Initially, the teacher needs to assess the technological skill of the students and then choose the appropriate hardware and software to complement those skills.  While this may sound quite straightforward it could prove to be a difficult task, one with no single solution, as the skills of the students are likely to be quite varied.  All students need to have received adequate prior tuition on using the software and on where to find appropriate images and how to reference them.  Whilst these measures will help to negate some of the issues that can be encountered while creating a video, they will also end up consuming a lot of time themselves.

There were a number of learning outcomes incorporated into the digital video task.  Firstly, creating the video would help the students to learn and understand the body system they were researching.  Also, since each student would only be involved in creating a single video, the aim was for each student to gain instructional value by viewing all the other videos.  Creating a pictographic representation of information is a method identified by Marzano and Pickering (1997, p. 71) that is good at helping students to acquire and integrate new knowledge.  By presenting the pictures in a video, this allows for simultaneous audio commentary.  According to the multimedia principle outline by Swisher (2007, p. 19), learning is enhanced when explanatory images are presented along with words, as the “learners are able to establish verbal and pictorial mental models and build effective connections between the two” (Swisher, 2007, p. 20).  There was also the intent that the end product would differ in the way the information has already been presented in the class and textbook, so adding to the number of different learning styles covered.


Reflection on Glogs (Group 3 Tool)

From the third group of digital tools I choose to make a glog.  Glogster is an online program through which students can produce interactive multimedia posters, known as glogs  (Glogster EDU, 2013).  For a more detailed explanation on glogs, an example of how a glog can be used in the classroom and a PMI analysis, see appendix D.

A glog project would have very similar educational benefits as creating a digital video (as discussed above).  Since there is limited space, the students need to decide what information will be included on the glog and in what format.  Information does not just have to be written text.  There is also the option of displaying some of the information is images, graphics, data or videos.  The students then need to critically evaluate their options to create the most effective glog.  Just like creating the digital video, students are given the opportunity to employ HOTS by taking the steps through to the creating phase of Bloom’s taxonomy (Church, 2013a).

Just as with the digital video, time will need to be allocated in class for instruction on how to create a glog, where to find appropriate images and graphics, and how to reference correctly.

The glog is a presentation tool students can use once all the information has been assembled (Going beyond loch ness monster, 2010, p. 7).  The teacher needs to ensure that the appropriate research and reflection has been scaffolded before the students start to create the glog.  Since limited text can be included students will only be able to present key ideas and information.

Glogster also provides the teacher with access to their students’ glogs as well as access over the privacy of the glogs, providing a very safe online environment for the students.  The teacher creates a password-protected account for each student and can make the glogs private so that no one else can view them (Glogster EDU, 2013).  If the teacher wishes to allow others to view the glogs or provide comments, this can be accomplished through embedding on a blog (or similar online site).


Reflection on ExploreLearning Gizmos (Group 4 Tool)

The web now offers a range of different interactive learning objects which can be used for educational purposes.  One such example for math and science are the Gizmos offered by ExploreLearning.  For a more detailed explanation on Gizmos, an example of how a Gizmo can be used in the classroom and a PMI analysis, see appendix E.

From a constructivist angle, these sorts of interactive learning objects are valuable teaching tools as they create an experience for the learner from which they can internally construct meaning (Cakir, 2008, p197).  These tools also aid deeper understanding as they help students to conceptualise the process of the science they are learning instead of just the content (Cakir, 2008, p203).

ExploreLearning outlines in its “Terms and Conditions of Use” policy (ExploreLearning, 2013) that material from the website may be reproduced for noncommercial personal or classroom use.  For example, a Gizmo snapshot tool is provided so teachers are able to create their own handouts for their class.  So using this online tool in the classroom should not create any copyright or ethical issues. However, issues were encountered while trying to incorporate evidence into this assessment task to demonstrate technical skills in using ExploreLearning.  Whilst still being used for educational purposes, any screenshots would be published to a publicly accessible blog that could be seen by those not involved in the educational process.  To ensure no copyright was being breached, consent was sought and obtained (via email) from ExploreLearning to publish screenshots to this public blog.


Conclusion

Just like many of the traditional learning tools already in use, the digital tools also possess many benefits and their own unique hindrances.  Through careful consideration of each tool, digital technologies can successfully be incorporated into the highschool classroom and hopefully bring about richer learning experience for the students.


Appendices

Appendix A: Link to blog reflection on wiki activity

Appendix B: Link to blog reflection on blogs

Appendix C:  Link to blog reflection on digital videos

Appendix D: Link to blog reflection on glogs

Appendix E: Link to blog reflection on ExploreLearning Gizmos


References

Cakir, M. (2008). Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Jounral of Environment and Science Educationi. 3(4). 193-206. Retrieved from www.eric.ed.gov

Church, A. (2013a). Bloom’s – Introduction. Retrieved April 1, 2013, from http://edorigami.wikispaces.com/Bloom%27s+-+Introduction

Church, A. (2013b). Bloom’s Digital Taxonomy. Retrieved April 2, 2013, from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Clark, D. R. (2010). Bloom’s Taxonomy of Learning Domains. Retrieved April 1, 2013 from, http://www.nwlink.com/%7Edonclark/hrd/bloom.html#cognitive

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

Educause Learning Initiative (2005). 7 things you should know about… Blogs. Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-blogs

ExploreLearnng (2013). Terms and Conditions of Use. ExploreLearning. Retrieved from http://www.explorelearning.com/index.cfm?method=Controller.dspTerms

Fasso, W. (2013). A brief overview of learning theory. Retrieved from CQUniversity e-courses, EDED20491: ICTs for Learning Design, http://moodle.cqu.edu.au

Forsythe, T. & MacKinnon, G. (2005). Technology and Cooperative Learning: The IIT Model for Teaching Authentic Chemistry Curriculum.  In Exemplary Science in Grades 9-12: Standards-based Success Stories (Chapter 2). Retrieved from Education Research Complete [Database]. CQUniversity Discover It!

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

Going beyond loch ness monster. (2010). School Library Monthly, 26(8), 6-8. Retrieved from http://www.schoollibrarymonthly.com

Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Moffet, C. A., Pollock, J. E., & Whistler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.

Swisher, D. (2007). Does multimedia truly enhance learning?  Moving beyond the visual media bandwagon toward instructional effectiveness. A paper presented to the faculty and staff of Kansas State University at Salina for the K-State at Salina Professional Day. Retrieved from http://www.academia.edu/1046356/Does_Multimedia_Truly_Enhance_Learning_Moving_Beyond_The_Visual_Media_Bandwagon_Toward_Instructional_Effectiveness

The de Bono Group. (nd). Six Thinking Hats. Retrieved from http://www.debonogroup.com/six_thinking_hats.php

Tuesday, 9 April 2013

Using an ExploreLearning Gizmo as a Pre-Lab


ExploreLearning (2013b) is a website provides a database of interactive learning objects (called Gizmos) for grades 3-12 math and science students.  As seen in figure 1, accompanying the Gizmo are lesson materials, which include a teacher guide, student exploration sheet, vocabulary sheet and a set of assessment questions (completed and marked online). 

Figure 1: Gizmo and lesson materials
Screen shots provided by ExploreLearning Gizmos www.explorelearning.com

The science Gizmos fall into two basic categories: concept teaching tools or laboratory techniques.  These Gizmos can be used in a number of different ways.  Uses for the concept teaching Gizmos include:
  • Projecting the Gizmo in front of the class for use as a visual aid during the lesson.
  • Allowing the students to work through the Gizmo themselves with the teacher offering help as needed.
  • Assigning the Gizmo as homework to reinforce a concept that was covered in class

Uses for the laboratory technique Gizmos include:
  • Use as a pre-lab done either in class or at home to prepare students for the physical lab.  This can be demonstrate by the teacher or completed individually by the students.
  • Can be performed instead of a physical lab
  • Practicing the technique again after the physical lab, either in class on at home

If Gizmos are made available to the students then their use does not have to be teacher directed.  Their online nature means that students can revisit a Gizmo under their own initiative.

One example of a concept teaching Gizmo is the Covalent Bonds Gizmo (see figure 2).  This Gizmo allows students to build molecules by moving electrons between atoms to form covalent bonds, and then compare these to the traditional Lewis diagrams (ExploreLearning, 2013a).

Figure 2: Covalent Bonds Gizmo
Screen shots provided by ExploreLearning Gizmos www.explorelearning.com

The Titration Gizmo is an example of a laboratory technique Gizmo.  This Gizmo allows students to perform a variety of acid/base neutralization titration experiments to determine the concentrations of different analytes (ExploreLearning, 2013c).  An explanation of how the Titration Gizmo could be used in the classroom as a pre-lab follows.

Pre-labs are essentially any learning activities which help the student to better understand the techniques and procedures undertaken during the physical lab.  By following the student’s exploration sheet, the students would first use the Gizmo to see how a pH indicator changes colour through the addition of acidic or basic solutions (see figures 3 and 4).  They would then titrate a number of different combinations of acids, bases and pH indicators to equivalence point and use the answers obtained from the Gizmo to calculate the unknown concentration of the analyte.  Once the gizmo activity has been completed the students undertake an assessment quiz, which is taken and marked online, to check the students’ understanding.  This procedure would very closely mirror what happens during the physical lab.

Figure 3: Titration Gizmo - At beginning of titration
Screen shots provided by ExploreLearning Gizmos www.explorelearning.com

Figure 4: Titration Gizmo - After titration
Screen shots provided by ExploreLearning Gizmos www.explorelearning.com

Figure 5: Titration Gizmo - Indicating slider to control titration
Screen shots provided by ExploreLearning Gizmos www.explorelearning.com

Titration on the Gizmo is controlled by moving the slider on the burette with the mouse (see figure 5).  At my first attempt at titrating I completely overshot the mark.  I was titrating the nitric acid (HNO3) too fast and missed the point as which the indicator changed colour.  I simply reset the gizmo and started again.  I managed to accomplish the task properly on the third attempt.  Had I made this mistake in the physical lab, I may not have had the time or resources available to redo the activity until it was successfully completed.  Not only did the Gizmo help me to identify possible pitfalls during the experiment, it also helped me to better visualise and conceptualise the experiment.  Hence, by completing the Gizmo task students would be better prepared for completing the physical lab.

Plus
  • Students can repeat experiments numerous times without using up expensive chemicals or glassware
  • Can be done outside the class time
  • Contains options to change many of the variables to see what affect it has on the end result
  • No health and safety risks normally associated with science practicals
  • Can be used by teacher for instruction or by students for learning


Minus
  • Doesn’t give hands-on experience with using glassware and chemicals
  • Can’t be used for research in unknown situations
  • Teacher can not create own laboratories from scratch


Implications
  • These sorts of technologies cannot totally replace all practical laboratory experiments, as students still need to learn how to physically handle the materials.  They can be used instead of or in addition to some physical labs.
  • The abilities of these sorts of online tools to rapidly change variables and record the changing result can demonstrate a concept (and bring about understanding) more quickly than if the same procedure was physically performed.
  • Offers students the ability to perform the task multiple times until it is understood and not be restricted by the availability of chemical or glassware.
  • Due to the availability of glassware, students are often required to perform practicals in small groups, resulting in each student only physically performing some of the technique.  This tool allows all students to perform the technique from start to finish.
  • Whilst a Gizmo can be altered to suit a lesson plan, one can not be created from scratch.  Therefore, the teacher is limited to what is available on the website.


References

ExploreLearning. (2013a). Gizmos – Covalent Bonds. ExploreLearning. Retrieved from http://www.explorelearning.com/

ExploreLearning. (2013b). Introduction to ExploreLearning [Video File]. ExploreLearning. Retrieved from http://www.explorelearning.com/

ExploreLearning. (2013c). Gizmo - Titration. ExploreLearning. Retrieved from http://www.explorelearning.com/

Tuesday, 2 April 2013

Solar Energy Glog




Glogster is an online tool for making digital posters, but allows for so much more than just pictures and text.  A glogster poster (known as a glog) can also contain music, videos, graphics, drawings, data and links to online sites.  The greatest educational value is found in the Glogster EDU or Glogster EDU Premium plans, in which the teacher can create personal accounts for the students, check on progress and control security settings (Glogster EDU, 2013).

As part of the year 8 science plan produced by QSA (2012, p. 1), “…students investigate how energy is generated and transformed in order to meet society’s energy requirements while taking into account sustainability and ethical considerations. They research sustainable and renewable energy technologies.”  One of the ways to meet these requirements would be to assign the students the task of researching a couple of sustainable and renewable energy technologies and presenting the information for each in a glog.  Their learning would be scaffolded by a series of questions that need to be addressed in the glog.  These questions would include:
  • How does the technology transform the sustainable and renewable energy into a source that can be used by society?
  • What are the advantages of the technology?
  • What are the disadvantages of the technology?

This task would be done instead of the teacher presenting a series of lectures on the different technologies.  The teacher would be able to gauge what the students are learning through the glogs being produced.  At the top of this blog posting is an example of such a glog that could be produced to fulfil this task.

A PMI analysis of using a glog is outlined below:

Plus
  •  Don’t need to purchase and transport materials to make the poster
  • Can put on more things than just writing and pictures, e.g. can use video, music, create online links to other sites or create your own and upload to Glogster
  • Can be worked on wherever there is a computer with internet access
  • Allows the teacher to monitor progress and provide feedback
  • Teacher is able to create a private, virtual classroom by generating an account for each student
  • Glogs are able to be printed or embedded on other sites, such as websites, wikis or blogs
  • Allows students to express their individual creativity
  • Very easy to edit and change the glog once it has been started
  • Is a simple technology which “builds towards the use of other tools (e.g. podcasts, video, wikis, blogs, photo editing)” (Going beyond loch ness monster, 2010, p. 7)


Minus
  • Can’t include a large amount of text
  • Isn’t a platform for collating and storing information
  • No collaborating options


Implications
  • The online nature of the project means there is no possibility of the students leaving poster items behind and so not being able to work on the project.  Everything needed is located on the glogster website.
  • It is difficult to include a large amount of text, and therefore, is not appropriate for assessment tasks that require a large amount of information.
  • All student research and reflection needs to be completed before work is started on the glog.  It is a medium for presenting what the students have learned about the topic (Going beyond loch ness monster, 2010, p.8).
  • Even though Glogster doesn’t possess any collaborating options it would be possible to a single student account to a group of students, giving all the group individuals access to the one glog.  However, the students would either have to take turns working on the glog or be around the one computer working as a group.  There would also be no traceable record of the contribution made by each student.
  • Since students’ glogs are private, the teacher can control who sees the glog through the online site it will be posted to.  For example, access to student glogs could be restricted to parents and students by embedding them on a password protected website.


 References

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

Going beyond loch ness monster. (2010). School Library Monthly, 26(8), 6-8. Retrieved from http://www.schoollibrarymonthly.com

Queensland Studies Authority (QSA). (2012). Year 8 plan – Australian Curriculum: Science. Retrieved from www.qsa.qld.edu.au