I thoroughly enjoyed and can sincerely recommend module 6024. I found the content, tutor, teaching style, amtos and activities spot-on. I have been interested in using ICT for teaching since I became a teacher and loved learning about the new tools available. I knew a little of web 2.0 and m-learning before I started the module, which heightened my level of interest.
The group tasks were very well designed- engaging, relevant and achievable- and my group were lovely! Great people to work with. Sufficient time was given for explanation, task completion, presentation, feedback and discussion and our tutor, Bob Fox, guided the whole process with a gentle hand, firm enough to reel back the most off-topic discussions.
The single most memorable thing I learned was "Pedagogy first!" and I thank Bob for that. It made me examine and consider more closely the readings of this module (and the ideas from Carol Chan's Knowledge Building module I took last semester). I believe the unit I submitted for my assignment is better as a result and will lead to better results and happier students when I teach it next September. I learned a lot about how and why to incorporate ICT into my lessons from that quote. Nice one, Bob!
Another reflection that I was rubbish with RISAL and hope that the cool stuff my group and I found in class is on their somewhere and will count! RISAL was fun to surf, though, and is a tremendous idea. I enjoyed Clive's finds and will use some in my school as soon as I get the chance. I'll keep an eye on RISAL and add some stuff I should have long ago.
The experimental classroom was also a treat. It was fascinating to experience other people's vision of the future. I learned that in the future, students will evolve to have exceptional hearing, a low sensitivity to scalding-bright lights, an aversion to eye contact and absolutely no sense of smell. Lucky.
I missed the demo of the room's voting system. The potential for that is staggering: instant Q & A, tracked and recorded? A teacher's dream.
I would like to see the walls better utilised. Cover them and the ceiling with LEDs, project vast images of anything you like on them and back it all up with surround sound and trembling bass and you might just have a winner. Imagine the potential history lessons. Or biology, music, drama, film, chemistry, physical education, art or almost any subject at all. Every lesson a field trip? Gets my vote.
Finally, thanks again to my groupmates Catherine, regina and Kui! All the best, guys!
Monday, April 19, 2010
Thursday, April 15, 2010
A brief history of how I've used ICT for teaching
As a classroom teacher I have used technology in a few ways and with varying levels of success. For example:
Hong Kong: Private International School (01-02)
South Korea: private English academy (04-05)
Wales, UK: government-run local high school (05-07)
Hong Kong: Private International School (01-02)
South Korea: private English academy (04-05)
- Small classes and small rooms- no PCs or projectors, only CD players
- About 10 teachers shared two PCs in the staff room so these were used little to prepare teaching materials
- The academy taught using textbooks with no internet/ICT tasks for students
- All assessments and record keeping were done with paper and pen tests but CDs were used for listening tasks
Wales, UK: government-run local high school (05-07)
- PCs and projectors used often in lesson preparation, delivery and record keeping
- Class registers were computerised
- Homework tasks occasionally required online research Hong Kong: subsidised local high school (07- now)
- PCs and projectors used often in lesson preparation, delivery and record keeping
- Homework tasks occasionally require online research
Wednesday, April 14, 2010
My reflection on MITE6024
I have been interested in digital gadgets and internet and thus thinking that this course should be good to relate my work, my studies, and my interest.
I chose "Technologies in T&L in local schools" as topic for one of my previous course. From information search at the time, I realized how insufficient schools in HK have been applying IT. But from this course, I realized how insufficient I have been knowing about technologies can apply in T&L, especially those web2.0 applications and foreign examples.
A few days ago, I attended a seminar about Mobility in Education presented by representatives from Apple Hong Kong. The speaker mentioned that technologies should be used not for substitution, but revolution, or change in experience. This is one of the important points that Bob mentioned during the class. The presentation then demonstrated experience of lots of foreign universities in using iTunes U as a way to deliver teaching materials as podcast and sending push notification through RSS to let students get linked and updated with the courses. I think this is somehow changing students' experiences, both positively and adversely.
Surely, students can change their way to learn as they can watch videos of lectures at any time and place. This has also changed their learning mode that only one-way knowledge transfer happens: from the teachers through devices to students, but students have no way to respond or feedback. Although they probably seldom voice out in traditional classes, it will be even worse to eliminate the option. To me, mobility is important, but the interactivity is the same, and even more.
Teaching always happens with learning. They are in a pair and cannot be separated. Success in teaching can only be counted by efficiency in learning. Teachers are the sources of information and knowledge to students. But new knowledge and idea from students after digestion from previous information is the force to turn the world to improve. It has been happening from long ago. Technologies are the means to facilitate the process, but those focus on sharing idea between both directions back and forth teachers and students should be the solution, and I believe it will be the trend.
Assessment with group assignment is a common practice. But presenting in a web blog is a new experience to me. This allows members in or not in the group to share experience not limited by time and space, which is a good reflection of advantage of information technologies. Hoping that we can keep the practice to share what we have newly found or lately experienced to this common space and let the others to keep in the pace.
I chose "Technologies in T&L in local schools" as topic for one of my previous course. From information search at the time, I realized how insufficient schools in HK have been applying IT. But from this course, I realized how insufficient I have been knowing about technologies can apply in T&L, especially those web2.0 applications and foreign examples.
A few days ago, I attended a seminar about Mobility in Education presented by representatives from Apple Hong Kong. The speaker mentioned that technologies should be used not for substitution, but revolution, or change in experience. This is one of the important points that Bob mentioned during the class. The presentation then demonstrated experience of lots of foreign universities in using iTunes U as a way to deliver teaching materials as podcast and sending push notification through RSS to let students get linked and updated with the courses. I think this is somehow changing students' experiences, both positively and adversely.
Surely, students can change their way to learn as they can watch videos of lectures at any time and place. This has also changed their learning mode that only one-way knowledge transfer happens: from the teachers through devices to students, but students have no way to respond or feedback. Although they probably seldom voice out in traditional classes, it will be even worse to eliminate the option. To me, mobility is important, but the interactivity is the same, and even more.
Teaching always happens with learning. They are in a pair and cannot be separated. Success in teaching can only be counted by efficiency in learning. Teachers are the sources of information and knowledge to students. But new knowledge and idea from students after digestion from previous information is the force to turn the world to improve. It has been happening from long ago. Technologies are the means to facilitate the process, but those focus on sharing idea between both directions back and forth teachers and students should be the solution, and I believe it will be the trend.
Assessment with group assignment is a common practice. But presenting in a web blog is a new experience to me. This allows members in or not in the group to share experience not limited by time and space, which is a good reflection of advantage of information technologies. Hoping that we can keep the practice to share what we have newly found or lately experienced to this common space and let the others to keep in the pace.
Tuesday, April 6, 2010
Reflection on MEDD 6024
To me, the chief learning priority of Teaching and learning with Information Technology should be the enhanced ability of students to manage knowledge, in a technological world that effective education should connect knowledge across fields and age levels instead of segmenting it particularly in higher education setting. The learning experience we gained throughout the eight lessons provided us an important e-learning platform that can be woven into the fabric of classroom-based education; this is better to cultivate connection and collaboration between students and teachers. To this end, it helps to transform the classroom into knowledge rooms that was shown in our digital portfolio – blog presentation and the collective contribution of knowledge management via RISAL upon completion of the course. I think this is an important process to build an infrastructure and horizons for depth education beyond just the provision of virtual classroom.
Another aspect in learning, we achieved, is the ability to solve problems that students can learn in any setting. I think learning objects and cognitive/mind tools provide us the learning strategies for provoking higher order of thinking and problem solving. Students are engaged into understanding processes and search processes that facilitate us to define and represent the problem, explore possible strategies, acting on them and evaluating the effects. To this end, students can achieve learning by continuous practicing, trial and error, doing and reviewing, as well as when the students is supported through interactive learning environments such as the experimental classroom to engage learners in critical thinking and support how to learn to solve different kinds of problems.
Last but not the least, is the role of teacher, who should be able to empower diverse learners to connect, communicate, collaborate and create in an interactive technology-rich environment.
Regina Chan
To me, the chief learning priority of Teaching and learning with Information Technology should be the enhanced ability of students to manage knowledge, in a technological world that effective education should connect knowledge across fields and age levels instead of segmenting it particularly in higher education setting. The learning experience we gained throughout the eight lessons provided us an important e-learning platform that can be woven into the fabric of classroom-based education; this is better to cultivate connection and collaboration between students and teachers. To this end, it helps to transform the classroom into knowledge rooms that was shown in our digital portfolio – blog presentation and the collective contribution of knowledge management via RISAL upon completion of the course. I think this is an important process to build an infrastructure and horizons for depth education beyond just the provision of virtual classroom.
Another aspect in learning, we achieved, is the ability to solve problems that students can learn in any setting. I think learning objects and cognitive/mind tools provide us the learning strategies for provoking higher order of thinking and problem solving. Students are engaged into understanding processes and search processes that facilitate us to define and represent the problem, explore possible strategies, acting on them and evaluating the effects. To this end, students can achieve learning by continuous practicing, trial and error, doing and reviewing, as well as when the students is supported through interactive learning environments such as the experimental classroom to engage learners in critical thinking and support how to learn to solve different kinds of problems.
Last but not the least, is the role of teacher, who should be able to empower diverse learners to connect, communicate, collaborate and create in an interactive technology-rich environment.
Regina Chan
Tuesday, March 30, 2010
6024 Reflection and Experience
It is the most enjoyable module that I have attended in my past 10 years of life-long education.
The learning objects are trendy, hi-tech, also a necessity of our daily life. What can we do with Web2.0 applications? How to improve the teaching and learning in virtual learning environment (VLE)? How can we share our literature review in social bookmarking?
The cultural mix of this 6024 class has demonstrated that study is not only for a degree or qualification that we need, but also the active learning attitude that we should have. Most of our classmates did the preview of the course material before class, uploaded the information and sharing to enhance the motivation of others. Also, in the blogs of each group, all of us shared as much as information links and sharing the experience of learning and teaching with the new technology.
E-learning, student-centered teaching, mobile learning, web2.0/3.0 applications and other technology in classrooms have become the “Blue Ocean” for my career development as well as my study goal.
As member of “Never Too Late”, though, I have missed the first two sessions of this module because of the administration procedure, I am so lucky that I joined this class and worked well with my group & classmates!
Thanks Bob, I will never forget the motto of teaching you have mentioned,
Always needs: “A.I.R- Active, Interactive & Reflective”.
Thanks for your support and guidance.
The learning objects are trendy, hi-tech, also a necessity of our daily life. What can we do with Web2.0 applications? How to improve the teaching and learning in virtual learning environment (VLE)? How can we share our literature review in social bookmarking?
The cultural mix of this 6024 class has demonstrated that study is not only for a degree or qualification that we need, but also the active learning attitude that we should have. Most of our classmates did the preview of the course material before class, uploaded the information and sharing to enhance the motivation of others. Also, in the blogs of each group, all of us shared as much as information links and sharing the experience of learning and teaching with the new technology.
E-learning, student-centered teaching, mobile learning, web2.0/3.0 applications and other technology in classrooms have become the “Blue Ocean” for my career development as well as my study goal.
As member of “Never Too Late”, though, I have missed the first two sessions of this module because of the administration procedure, I am so lucky that I joined this class and worked well with my group & classmates!
Thanks Bob, I will never forget the motto of teaching you have mentioned,
Always needs: “A.I.R- Active, Interactive & Reflective”.
Thanks for your support and guidance.
Monday, March 29, 2010
Lesson on 29 March 2010
Hi, Kui and Gareth,
Don't worry, it was fine in the last lesson. We have presented our in-progress of the ditigal portfolio that is our blog presentation, Cat and myself shared with others our personal learning experience.
Secondly, this was the last session, we completed the questionnaire on course evaluation as well as the evaluation on the experimental classroom. What's more, we played the clicker to experience how it added value to teaching and learning in the class for collecting online feedback from students. We raised questions about our assignments as far as we were concerned. You may just refer to this from the course outlines from the moodle.
One thing we suggest everyone to do is to post our reflection in the blog about our own learning experience through this collaborative project before Cat upload this to Bob on 19 April 2010.
What do you think?
Regina
Don't worry, it was fine in the last lesson. We have presented our in-progress of the ditigal portfolio that is our blog presentation, Cat and myself shared with others our personal learning experience.
Secondly, this was the last session, we completed the questionnaire on course evaluation as well as the evaluation on the experimental classroom. What's more, we played the clicker to experience how it added value to teaching and learning in the class for collecting online feedback from students. We raised questions about our assignments as far as we were concerned. You may just refer to this from the course outlines from the moodle.
One thing we suggest everyone to do is to post our reflection in the blog about our own learning experience through this collaborative project before Cat upload this to Bob on 19 April 2010.
What do you think?
Regina
Sunday, March 28, 2010
Saturday, March 27, 2010
Mobile Technology Updates
One more video providing updates on the world technology from Mobile World Congress. Worth of watching!
Mobile Technology
Mobile Technology
Mobile technology has increasingly important impact on teaching and learning, we have one mobile phone or cell devices at least for use everyday.
Mobile technology has increasingly important impact on teaching and learning, we have one mobile phone or cell devices at least for use everyday.
Monday, March 22, 2010
Session7: Mobile technology in school or workplace
Group activity: Consider uses of mobile technology in your school or workplace. Upload to Group blog and present in class.
Responses from Never too Late:
Possible application:
I) Workplace : Project / employee management system
- Mobility: staff members are not confined to physical space (like staying in the same office)
- Providing a communication channel and common working platform to share idea and synchronize data
II) School: Individual teaching and learning tool
- Allow instant feedback on both answering, marking and reporting processes
>>> imagine if the teacher could post questions, quizzes etc, students could text their answers to a server which could a) mark it, b) record their marks in a student’s file, c) tell the teacher of that mark and d) provide feedback to both teacher and students. The would eliminate many repetitive and time-consuming tasks for teachers. The teachers can never need to spend further time to mark homework and quizzes.
Issues to concern
- Education purpose (before: social communication only)
- Critical thinking on the use of technologies
- Saving time and cost
- Compatibility of hardware and software, technical ability or knowledge to handle the machines or software
Responses from Never too Late:
Possible application:
I) Workplace : Project / employee management system
- Mobility: staff members are not confined to physical space (like staying in the same office)
- Providing a communication channel and common working platform to share idea and synchronize data
II) School: Individual teaching and learning tool
- Allow instant feedback on both answering, marking and reporting processes
>>> imagine if the teacher could post questions, quizzes etc, students could text their answers to a server which could a) mark it, b) record their marks in a student’s file, c) tell the teacher of that mark and d) provide feedback to both teacher and students. The would eliminate many repetitive and time-consuming tasks for teachers. The teachers can never need to spend further time to mark homework and quizzes.
Issues to concern
- Education purpose (before: social communication only)
- Critical thinking on the use of technologies
- Saving time and cost
- Compatibility of hardware and software, technical ability or knowledge to handle the machines or software
Sunday, March 21, 2010
Cases of applying IT in TnL around the world
The website provides a lot of video capturing about schools, groups and individual around the world trying to adopt computers and information technologies in the teaching and learning context. It is good for basic review purpose with video documentation about the use of different tools in a variety of educational level.
http://www.edutopia.org/video
http://www.edutopia.org/video
Thursday, March 18, 2010
Useful resources for enhanced teaching and learning
Moodlehttp://hkmoodle.ning.com/
Podcasthttp://podcast.com/
BettShowhttp://www.bettshow.com/
Studywizhttp://www.apac.studywiz.com/
mscahusachttp://mscahusac.edublogs.org/
teachersTVhttp://www.teachers.tv/
Clustermapshttp://www.clustrmaps.com/zh/index.htm
Wordpresshttp://wordpress.org/
Edubloghttp://edublogs.org/
Goanimatehttp://goanimate.com/
Bubblhttp://bubbl.us/
Wallwisherhttp://www.wallwisher.com/
Dabbleboardhttp://dabbleboard.com/
Vokihttp://www.voki.com/
Voicethreadhttp://voicethread.com/
Wordlehttp://www.wordle.net/
Naturalreadershttp://naturalreaders.com/
Classtoolshttp://classtools.net/
Slidesharehttp://www.slideshare.net/mnguru
Wikispaceshttp://www.wikispaces.com/
Microsoft Onenotehttp://office.microsoft.com/zh-tw/onenote/default.aspx
Maharahttp://mahara.org/
Sakaihttp://sakaiproject.org/
Camtasiahttp://www.techsmith.com/camtasia.asp
Podcasthttp://podcast.com/
BettShowhttp://www.bettshow.com/
Studywizhttp://www.apac.studywiz.com/
mscahusachttp://mscahusac.edublogs.org/
teachersTVhttp://www.teachers.tv/
Clustermapshttp://www.clustrmaps.com/zh/index.htm
Wordpresshttp://wordpress.org/
Edubloghttp://edublogs.org/
Goanimatehttp://goanimate.com/
Bubblhttp://bubbl.us/
Wallwisherhttp://www.wallwisher.com/
Dabbleboardhttp://dabbleboard.com/
Vokihttp://www.voki.com/
Voicethreadhttp://voicethread.com/
Wordlehttp://www.wordle.net/
Naturalreadershttp://naturalreaders.com/
Classtoolshttp://classtools.net/
Slidesharehttp://www.slideshare.net/mnguru
Wikispaceshttp://www.wikispaces.com/
Microsoft Onenotehttp://office.microsoft.com/zh-tw/onenote/default.aspx
Maharahttp://mahara.org/
Sakaihttp://sakaiproject.org/
Camtasiahttp://www.techsmith.com/camtasia.asp
The hidden side of technology
What do you think?
I watched a TV advertisement and was talking about how a loan company could facilitate your financial needs through the use of technology. In order to convenient the customer, the loan company will arrange a van drove to your living area and invited the customer to get on the van for video conferencing and processed the loan without requiring face-to-face meeting.
I think as with many other educational issues, technology misuse should be taken into consideration. The ethical issues should not be overlooked particularly in education settings.
I watched a TV advertisement and was talking about how a loan company could facilitate your financial needs through the use of technology. In order to convenient the customer, the loan company will arrange a van drove to your living area and invited the customer to get on the van for video conferencing and processed the loan without requiring face-to-face meeting.
I think as with many other educational issues, technology misuse should be taken into consideration. The ethical issues should not be overlooked particularly in education settings.
Monday, March 15, 2010
321... 0? The Experimental Classroom, a Hero or Not?
So far...
Affordances
The displays are really effective. It is handy and helpful to see the work of others on large displays with a bonus being that sitting close to your notepad and a laptop make it a breeze to take notes and search for any desired information.
The teacher has a strong 'command position.'
Limitations
It stinks
- Get some better plastics, glues and paints. Involve some experimental lab, small faculty or small group to help design or acquire materials that are less toxic.
It's unnatural
- Get some plants and flowers that look and smell natural and pleasant.
- Use the projectors/LEDs to change the stark-white walls and ceiling to calmer scenes.
Students are not tech-support
- If Technicians had a job sheet for room set up that included allowing laptops to play video and audio through the room's displays and speakers there would be no need for students to open the cable recess.
- A desktop wallpaper ‘Troubleshooting Guide’ could be an effective back up.
- Replacing the top level's semi-circular barriers with a slim-line bannister (with an open-mesh fence) would greatly improve the sound transference and line-of-sight vision between the three levels.
- Desktop microphones should be sensitive enough to avoid the spread of lipstick.
Projector-rama!
A more cylindrical design with high, flat ceilings that employed multiple projectors with a surround sound system including subwoofers could add to the experience. (LEDs embedded in the walls and ceiling might be a better choice.) 'Movies' could be projected on the walls and ceiling while students heard it all in surround sound. Imagine if teachers could take students ‘inside’ another time and place. For example:
- History: Walk through a Roman town. Stand inside a battlefield while the battle rages around you or be there when the Magna Carta or Declaration of Independence are signed.
- Science: Travel through the body’s bloodstream, examining diseases as you go (like the film ‘Innerspace,’ only good). Walk through the inside of an atom. See what happens when a nuke detonates.... from 100km, 50km, 5km, 5m.
- Social Issues: See what a segregated house on the Ole South was really like or march on Washington with a million others.
- Any lesson: Project a blue sky with fthe occasion fluffy white cloud and bird sounds. Create a nice atmosphere to start a creative activity. If the teacher needs to get attention quickly, the ‘sky’ could reflect this in an instant. If the teacher became angry, storm clouds and thunder (with rumbling floors from the subwoofer) would leave students in no doubt that they should be quiet and listen.
- 3D would be a necessity.
Our potential research topic
ØHow could ICT improve the efficiency and effectiveness of writing tasks in English Panels?
To expand: How, when and where can ICT be employed within the teaching-learning-assessment-feedback, etc. cycle of writing tasks (long tasks such as compositions in particular but it could be used for all text types) to improve learning outcomes and the efficiency of teachers.
Justification:
From first-hand observations and experience, there is a dire need!
To expand: How, when and where can ICT be employed within the teaching-learning-assessment-feedback, etc. cycle of writing tasks (long tasks such as compositions in particular but it could be used for all text types) to improve learning outcomes and the efficiency of teachers.
Justification:
From first-hand observations and experience, there is a dire need!
The main areas of research on and with ITE
The main areas of research on ITE:
- Learning management system / virtual learning environment
- Practical strategies on knowledge management
- Self-explanatory and user-friendly interfaces for hardware and software
The main areas of research with ITE:
- How ICT is implemented in different settings
- How ICT is adopted by students of different developmental stages / learning styles
- How ICT is used to enhance the enjoyability of learning experiences
- Learning management system / virtual learning environment
- Practical strategies on knowledge management
- Self-explanatory and user-friendly interfaces for hardware and software
The main areas of research with ITE:
- How ICT is implemented in different settings
- How ICT is adopted by students of different developmental stages / learning styles
- How ICT is used to enhance the enjoyability of learning experiences
Thursday, March 11, 2010
Google Map with HK Street Views (Chinese Version)
Have a look! The Google Map with HK street views is recently launched, we can through this view the actual Street views anytime and anywhere!!
http://chinese.winandmac.com/news/googlemaps-street-view-hkok/
http://chinese.winandmac.com/news/googlemaps-street-view-hkok/
Wednesday, March 10, 2010
Introduction to Voice Thread
Did you see this before, well a nice tutorial, I think my clients would love to learn it. Regina
Monday, March 8, 2010
Sunday, March 7, 2010
Two reasons to look forward to tonight's class
1. Voice Threads
I looked up the materials today at lunch and actually swore out loud while watching the clip. If you've ever wondered how to set instructional materials on the web that are truly, deeply and incredibly interactive, wait and see this incredible learning object.
2. The experimental classroom
While the 'greeny' in me balks at the sheer volume of toxic fumes from a) the coal-burners which produced the power to run the room, b) the output from the factories which made all that plastic and other nasty stuff and c) what will happen when they are disposed of, i can't halp but get excited by at least one thing: the 'Sunvote.' If you've ever craved giving instant and accurate feedback to your students, you may find this irresistible. When someone figures out how to hook it up to a graphics tablet it'll be brilliant. I can't help but add that I'm not sold on the layout but maybe it'll work. I'm happy to give it a chance.
See you tonight!
I looked up the materials today at lunch and actually swore out loud while watching the clip. If you've ever wondered how to set instructional materials on the web that are truly, deeply and incredibly interactive, wait and see this incredible learning object.
2. The experimental classroom
While the 'greeny' in me balks at the sheer volume of toxic fumes from a) the coal-burners which produced the power to run the room, b) the output from the factories which made all that plastic and other nasty stuff and c) what will happen when they are disposed of, i can't halp but get excited by at least one thing: the 'Sunvote.' If you've ever craved giving instant and accurate feedback to your students, you may find this irresistible. When someone figures out how to hook it up to a graphics tablet it'll be brilliant. I can't help but add that I'm not sold on the layout but maybe it'll work. I'm happy to give it a chance.
See you tonight!
Photo Story 3 - complementary tool to Movie Maker
Photo Story 3 is a free software from Microsoft for making slide-show. It can be used together with Movie Maker, which is primary designed from movie editing, to serve different purposes for photo-storytelling. A description about the difference of the 2 applications and how both of them can be used together is shown here.
Sunday, February 28, 2010
What do you think of Anonymous?
I've just learned about these guys. Bizarre. What do you think? Will they prove to be the saviours or destroyers of the internet as we know it?
You Tube video: Anonymous on Fox News
http://www.youtube.com/watch?v=DNO6G4ApJQY
Wikipedia article:
http://en.wikipedia.org/wiki/Anonymous_%28group%29
You Tube video: Anonymous on Fox News
http://www.youtube.com/watch?v=DNO6G4ApJQY
Wikipedia article:
http://en.wikipedia.org/wiki/Anonymous_%28group%29
Wednesday, February 24, 2010
Tunisia 2009 Trip - Photos Sharing
This is the first time to create a video using Movie Maker and has been uploaded to Youtube for sharing. Really, learning is by doing, so far so good!
Tuesday, February 23, 2010
A video about RSS
A simple presentation about RSS, it integrated traditional teaching "pen and paper" with technologies "video-making and blog" to make it more attractive and easy to understand for those who don't know what it is, like me. See this, so interesting!
http://blog.bobchao.net/2007/08/rss.html
http://blog.bobchao.net/2007/08/rss.html
Monday, February 22, 2010
Digital Storytelling - Movie Maker Trial
Here is the slide show video produced by a trial with Movie Maker with the materials from the Session 4 PowerPoint file.
Sunday, February 21, 2010
Cognitive Tools Reference By Regina Chan
Check out this SlideShare Presentation about Congitive Tools:
Cognitive Tools
View more presentations from Martin Homik.
A Learning Object for the 'Scientifically Challenged'
I have a confession to make.
Science, alongside math, is largely a mystery to me. As a school student, I believed I didn't have the type of brain for science so I put my efforts into history, law and English literature, which I found easier. One example of science I completely gave up on is the Periodic Table of the Elements. I was told how important it is by my teachers but the whole thing just looked too hard to understand or commit to memory. I wonder if this would have been different had I been able to access learning objects like this:
http://zircon.mcli.dist.maricopa.edu/mlx/warehouse/00601-00700/00696/Chemistry.swf
It's an interactive webpage about the Table. The page gives definitions and allows viewers to see the Table's classifications, the relationships between elements and the nature of the elements themselves. It's very simple to use, a breeze to follow and can be accessed via a smart phone, making it portable and useful for when a laptop and web connection isn't handy. Pretty decent little learning object, in my opinion.
What do you think?
Science, alongside math, is largely a mystery to me. As a school student, I believed I didn't have the type of brain for science so I put my efforts into history, law and English literature, which I found easier. One example of science I completely gave up on is the Periodic Table of the Elements. I was told how important it is by my teachers but the whole thing just looked too hard to understand or commit to memory. I wonder if this would have been different had I been able to access learning objects like this:
http://zircon.mcli.dist.maricopa.edu/mlx/warehouse/00601-00700/00696/Chemistry.swf
It's an interactive webpage about the Table. The page gives definitions and allows viewers to see the Table's classifications, the relationships between elements and the nature of the elements themselves. It's very simple to use, a breeze to follow and can be accessed via a smart phone, making it portable and useful for when a laptop and web connection isn't handy. Pretty decent little learning object, in my opinion.
What do you think?
Friday, February 19, 2010
Wednesday, February 17, 2010
Comment
How people Learn. Brain,Mind, Experience and the School
It is quite obvious that a number of factors provide a comprehensive perspective on the processes of effective learning and the environments in which learning best takes place, such as neuroscience, cognitive and social psychology, emerging technologies etc..
How the schools and classrooms can facilitate students' learning, perhaps we have to think it critically again, should it be learning-centred, demonstration of many examples to build factual knowledge for learning, development of instructional plans that students are engaged towards learning. Can we do that and is the direction of what helps children to learn most?
The implications for what is taught, how it is taught, and how learners are assessed are important for our reflection, as educators, teachers and learners. What we are doing I think is to explore the possibility of helping individuals achieve their fullest potential.
Anyway, this is a nice book on the important topics related to how people learn.
Regina Chan
Learning Object - Google Earth by Regina Chan
To me, learning object is a new concept, but after searching information from internet as well as Churchill and Mayer's reference about the definition of Learning Object, actually I came across some of them, for example the one I would like to share with you is the Google Earth.
I studied geography in high school and love travel. Before, I could only use books and maps for learning and information. But now, with the Google Earth, it can help teach everything from geography, science, maths or many more subjects. The core point of Google Earth is that it enables every person the singular opportunity of "going home." "Home" means different things to different people, using one application will touch everyone's life in an individualized way. What's more, the flash enable the 3-dimensional effect and allows us to see and interact with time, space, and other diverse types of data in one location. This make connections and participate in learning. I think students can come to this application of technology with a natural curiosity and are motivated to learn, who are not burdened with boredom that comes with some long-held traditional approaches.
More importantly, I have learned how to use the embedding function that is to insert a code into the operation system between Blogger and RISAL to share the information. This is just a start.
I studied geography in high school and love travel. Before, I could only use books and maps for learning and information. But now, with the Google Earth, it can help teach everything from geography, science, maths or many more subjects. The core point of Google Earth is that it enables every person the singular opportunity of "going home." "Home" means different things to different people, using one application will touch everyone's life in an individualized way. What's more, the flash enable the 3-dimensional effect and allows us to see and interact with time, space, and other diverse types of data in one location. This make connections and participate in learning. I think students can come to this application of technology with a natural curiosity and are motivated to learn, who are not burdened with boredom that comes with some long-held traditional approaches.
More importantly, I have learned how to use the embedding function that is to insert a code into the operation system between Blogger and RISAL to share the information. This is just a start.
Tuesday, February 16, 2010
Catherine: My previous experiences of either using technology for teaching or for learning
Since my last training project in Dubai Metro, I have decided to learn more about E-learning and teaching.
My duties included course design and course delivery of the “Induction about Dubai Metro”, “Communication skills” and “Customer services” to a group of 600 cleaning staff from 10 different nationalities. I had encountered some problems even with the support of local training institutions and translators/interpreters. How can I effectively delivery the messages to the trainees with different languages background and culture diversity?
I would like to design an e-learning programme or digital- game learning activities which has no language barrier with visual representation and multimodalities to attract the attention and enhance the motivation of the trainees. Also, without time and venue constraints that the e-learning programme can run 24/7 to meet the tight training schedule.
Though this is not an experience of teaching and learning with IT, it becomes my mission to learn e-learning well!
My duties included course design and course delivery of the “Induction about Dubai Metro”, “Communication skills” and “Customer services” to a group of 600 cleaning staff from 10 different nationalities. I had encountered some problems even with the support of local training institutions and translators/interpreters. How can I effectively delivery the messages to the trainees with different languages background and culture diversity?
I would like to design an e-learning programme or digital- game learning activities which has no language barrier with visual representation and multimodalities to attract the attention and enhance the motivation of the trainees. Also, without time and venue constraints that the e-learning programme can run 24/7 to meet the tight training schedule.
Though this is not an experience of teaching and learning with IT, it becomes my mission to learn e-learning well!
Monday, February 15, 2010
Multiple representations, Modalities and Multimodalities
Multiple Representations
We have learned Visual Representation in “Interactive representations of information and knowledge” (MITE6323) and this is one of the representations that we can use in Learning & Teaching with IT.
Multiple Representations is more than one representation. It can be the following:
Verbal Descriptions
Pictures
Graphs
Mathematical
Motion Diagrams
Free Body Diagrams and others
Reference: http://paer.rutgers.edu/scientificAbilities/Downloads/FormAssessTasks/MultRep.pdf
In “Using multiple representations within a viewpoint” of Stanger, Nigel James (1999), he suggested that we can use a wide variety of modeling approaches or representations to design an information system. This reminds me the study of Liberal Studies for those high school students, there are different sources of information about the subject matter has been presented in different representations. Students have to use their critical thinking, logical mindset to comprehend the topics.
Reference : http://eprints.otago.ac.nz/26/
Modality & Multimodalities
According to H. J. Charwat. (1992) modality is defined as follows:
"Perception via one of the three perception-channels. You can distinguish the three modalities: visual, auditive, and tactile (physiology of senses).''
The idea is similar to the interpersonal communication skills from Neuro-Linguistic Programming (NLP) that the five senses will be involved in an effective communication.
Reference: http://www.ai.rug.nl/~lambert/projects/miami/taxonomy/node6.html
Wednesday, February 10, 2010
Limitation of Short-term Memory and Dual Coding
Regina Chan to share :
Limitation of short-term memory
Short-term memory, contrary to long-term memory, is also referred to as primary memory, which is the capacity for holding a very limited amount of information in mind for a short period of time. It is believed to be just a few seconds, often stored as sounds, especially in recalling words, but may be stored as images. It works like a computer’s RAM in that it provides a working space for short computations and then transfers it to other parts of the memory system or discards it. According to Mayer (2003), short-term memory is that part of memory corresponding to your active consciousness or awareness. Also, “Short-term memory is the work bench of our consciousness, and includes our awareness of the sensations, feelings and thoughts that are experienced”. To know more about the short-term memory, please see the reference links at
http://library.thinkquest.org/26618/en-5.2.3=Short-term memory.htm and
http://en.wikipedia.org/wiki/Short-term_memory
Reflection
The short-term memory store is very limited and STM is vulunerable to interruption or interference and loss very quickly. In education, it is important to improve short term memory of students, we have to focus the attention of our students or learners, try to maintain their interest. The way how we present our information is important, whether it is organised, structured, elaborated will enhance the short-term memory capacity. But how the short term memory can be improved with technology integration? How’s about mind maps? A mind map is an intuitive arrangement of concepts and ideas that all relate to one central idea. It may help us to organize information in a way that is similar to how our mind stores and associates things. When we learn things in a way that is compatible with how our mind makes associations, it is easier to recall them to short term memory. Certainly, the mindmeister the one I learnt is a good option. Anyone can share more your experiences?
You may try this short term memory test for fun :
http://faculty.washington.edu/chudler/stm0.html
Dual Coding
The dual coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that the human cognition consists of two subsystems that process knowledge simultaneously, one processing the verbal objects and one dealing with visual objects. The two systems have different functions; the verbal subsystem processes and stores linguistic information whereas the visual subsystem processes and stores images and pictorial information. While the two subsystems can be activated independently, the interrelations and connections of the two systems allow the dual coding of information.
When reviewing examples where this theory was applied, one can clearly see the importance of presenting information in both visual and verbal representations. When designing instructional interfaces, the designer should consider that proper application of this principle could result in enhancement of recall and recognition of content.
The dual coding theory also discusses limitations of the verbal and visual subsystem processes. Humans have difficulty simultaneously attending to multiple auditory or visual cues, depending on expertise with the task or prior knowledge with the subject area. A multimedia presentation that shows multiple visuals such as an image of a speaker as well as the text that the speaker is reading could overwhelm the viewer because he/she must now attend to two images. On the other hand, an eLearning module that shows images of person using a digital camera or iPod while also simultaneously providing narration that describes the images could potentially provide for improved learning because the visual and verbal information does not compete with each other.
Reference : http://www.dualcode.com/about/dualcodingtheory.htm
Reflection
The educational applications of DCT, I think, firstly, is emphasis on our nonverbal system that will facilitate our cognitive skills at later development. How to promote our cognitive growth is the integration of verbal and visual systems. Unlike the traditional education, we were taught in a more verbal-oriented learning setting in that rests on verbal communication between the teachers and students. With the advent of technology development, the importance visual experience is essential for the development of normal perception and promotes learning and memory. For example, we are used to use PowerPoint to support as a medium in a course delivery and presentation. The interplay of verbal and nonverbal systems should be demonstrated in school setting in order to promote learner-directed education. Why do you think?
END
Limitation of short-term memory
Short-term memory, contrary to long-term memory, is also referred to as primary memory, which is the capacity for holding a very limited amount of information in mind for a short period of time. It is believed to be just a few seconds, often stored as sounds, especially in recalling words, but may be stored as images. It works like a computer’s RAM in that it provides a working space for short computations and then transfers it to other parts of the memory system or discards it. According to Mayer (2003), short-term memory is that part of memory corresponding to your active consciousness or awareness. Also, “Short-term memory is the work bench of our consciousness, and includes our awareness of the sensations, feelings and thoughts that are experienced”. To know more about the short-term memory, please see the reference links at
http://library.thinkquest.org/26618/en-5.2.3=Short-term memory.htm and
http://en.wikipedia.org/wiki/Short-term_memory
Reflection
The short-term memory store is very limited and STM is vulunerable to interruption or interference and loss very quickly. In education, it is important to improve short term memory of students, we have to focus the attention of our students or learners, try to maintain their interest. The way how we present our information is important, whether it is organised, structured, elaborated will enhance the short-term memory capacity. But how the short term memory can be improved with technology integration? How’s about mind maps? A mind map is an intuitive arrangement of concepts and ideas that all relate to one central idea. It may help us to organize information in a way that is similar to how our mind stores and associates things. When we learn things in a way that is compatible with how our mind makes associations, it is easier to recall them to short term memory. Certainly, the mindmeister the one I learnt is a good option. Anyone can share more your experiences?
You may try this short term memory test for fun :
http://faculty.washington.edu/chudler/stm0.html
Dual Coding
The dual coding theory, a theory of cognition, was first advanced by Allan Paivio of the University of Western Ontario. The theory postulates that the human cognition consists of two subsystems that process knowledge simultaneously, one processing the verbal objects and one dealing with visual objects. The two systems have different functions; the verbal subsystem processes and stores linguistic information whereas the visual subsystem processes and stores images and pictorial information. While the two subsystems can be activated independently, the interrelations and connections of the two systems allow the dual coding of information.
When reviewing examples where this theory was applied, one can clearly see the importance of presenting information in both visual and verbal representations. When designing instructional interfaces, the designer should consider that proper application of this principle could result in enhancement of recall and recognition of content.
The dual coding theory also discusses limitations of the verbal and visual subsystem processes. Humans have difficulty simultaneously attending to multiple auditory or visual cues, depending on expertise with the task or prior knowledge with the subject area. A multimedia presentation that shows multiple visuals such as an image of a speaker as well as the text that the speaker is reading could overwhelm the viewer because he/she must now attend to two images. On the other hand, an eLearning module that shows images of person using a digital camera or iPod while also simultaneously providing narration that describes the images could potentially provide for improved learning because the visual and verbal information does not compete with each other.
Reference : http://www.dualcode.com/about/dualcodingtheory.htm
Reflection
The educational applications of DCT, I think, firstly, is emphasis on our nonverbal system that will facilitate our cognitive skills at later development. How to promote our cognitive growth is the integration of verbal and visual systems. Unlike the traditional education, we were taught in a more verbal-oriented learning setting in that rests on verbal communication between the teachers and students. With the advent of technology development, the importance visual experience is essential for the development of normal perception and promotes learning and memory. For example, we are used to use PowerPoint to support as a medium in a course delivery and presentation. The interplay of verbal and nonverbal systems should be demonstrated in school setting in order to promote learner-directed education. Why do you think?
END
Report on my previous experiences using IT for teaching or for learning
Regina ChanI am neither a teacher nor engaged in the field of IT or IT-related industry. I am working in Hong Kong Sports Institute, with major responsibility to provide education and career support for personal development of elite athletes of Hong Kong. One of my major duties is to develop and provide an e-platform for them in order to facilitate their learning. Indeed, the world of technology is affecting every facet of our lives, and technology & learning can help education professionals and myself make it a vibrant, important part of curriculum development and learning. Everyday I used email, word processing, spreadsheet, the Internet and Intranet, graphic and PowerPoint for communication with athletes and coaches, creating reports and making presentation for management and teams at workplace; electronic journals, database, audio and video for study and leisure.
Since two years ago, working with IT department, I started to get involve in IT-related communication and education projects for example the set-up of mini Multi-media learning centre, set-up emails accounts, development of Athletes’ Portal project and interactive teaching and learning platform for our service targets. My role, as provider’s perspectives, is more focusing on development direction for what, why and how to address the learning needs of athletes with the technology integration, less hands-on experience on software operation. I think it is not enough. I experienced that as long as we are actively exposed to the applications of computer network technology, we become real learner and discover and construct our own learning experiences and the on-line environment also enhances communication between teachers and learners, between individual learners, perhaps peer communication and parent-and-child interaction.
Since two years ago, working with IT department, I started to get involve in IT-related communication and education projects for example the set-up of mini Multi-media learning centre, set-up emails accounts, development of Athletes’ Portal project and interactive teaching and learning platform for our service targets. My role, as provider’s perspectives, is more focusing on development direction for what, why and how to address the learning needs of athletes with the technology integration, less hands-on experience on software operation. I think it is not enough. I experienced that as long as we are actively exposed to the applications of computer network technology, we become real learner and discover and construct our own learning experiences and the on-line environment also enhances communication between teachers and learners, between individual learners, perhaps peer communication and parent-and-child interaction.
That’s why I enroll this course. Ha Ha!
Monday, February 8, 2010
Gestalt Principles
Gestalt principles, for our purpose, are those which guide the observer to see something as a whole. The opposite would be to see only the parts.
So, if gestalt principles are followed, educators see an overview of IT in teaching and learning and can relate to how each part (whether that's lessons, hardware, software- LOs and others- school policy, staff CPD and, of course, the needs and interests of the learners themselves) works in relation to the others and to the whole.
Read more at (first par included unedited):
http://www.scholarpedia.org/article/Gestalt_principles
Gestalt principles, or gestalt laws, are rules of the organization of perceptual scenes.
When we look at the world, we usually perceive complex scenes composed of many groups of objects on some background, with the objects themselves consisting of parts, which may be composed of smaller parts, etc. How do we accomplish such a remarkable perceptual achievement, given that the visual input is, in a sense, just a spatial distribution of variously colored individual points?
The beginnings and the direction of an answer were provided by a group of researchers early in the twentieth century, known as Gestalt psychologists. Gestalt is a German word meaning 'shape' or 'form'. Gestalt principles aim to formulate the regularities according to which the perceptual input is organized into unitary forms, also referred to as (sub)wholes, groups, groupings, or Gestalten (the plural form of Gestalt).
These principles mainly apply to vision, but there are also analogous aspects in auditory and somatosensory perception. In visual perception, such forms are the regions of the visual field whose portions are perceived as grouped or joined together, and are thus segregated from the rest of the visual field. The Gestalt principles were introduced in a seminal paper by Wertheimer (1923/1938), and were further developed by Köhler (1929), Koffka (1935), and Metzger (1936/2006; see review by Todorović, 2007). For a modern textbook presentation, including more recent contributions, see Palmer (1999).
So, if gestalt principles are followed, educators see an overview of IT in teaching and learning and can relate to how each part (whether that's lessons, hardware, software- LOs and others- school policy, staff CPD and, of course, the needs and interests of the learners themselves) works in relation to the others and to the whole.
Read more at (first par included unedited):
http://www.scholarpedia.org/article/Gestalt_principles
Gestalt principles, or gestalt laws, are rules of the organization of perceptual scenes.
When we look at the world, we usually perceive complex scenes composed of many groups of objects on some background, with the objects themselves consisting of parts, which may be composed of smaller parts, etc. How do we accomplish such a remarkable perceptual achievement, given that the visual input is, in a sense, just a spatial distribution of variously colored individual points?
The beginnings and the direction of an answer were provided by a group of researchers early in the twentieth century, known as Gestalt psychologists. Gestalt is a German word meaning 'shape' or 'form'. Gestalt principles aim to formulate the regularities according to which the perceptual input is organized into unitary forms, also referred to as (sub)wholes, groups, groupings, or Gestalten (the plural form of Gestalt).
These principles mainly apply to vision, but there are also analogous aspects in auditory and somatosensory perception. In visual perception, such forms are the regions of the visual field whose portions are perceived as grouped or joined together, and are thus segregated from the rest of the visual field. The Gestalt principles were introduced in a seminal paper by Wertheimer (1923/1938), and were further developed by Köhler (1929), Koffka (1935), and Metzger (1936/2006; see review by Todorović, 2007). For a modern textbook presentation, including more recent contributions, see Palmer (1999).
Subscribe to:
Posts (Atom)