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TOOLS FOR (re) ENGAGEMENT
http://flickr.com/photos/7447470@N06/1345266896/
Access and General Education Faculty ForumDubboMay 8th, 2008
A GLOBAL AUDIENCE?
YouTube - http://www.youtube.com/watch?v=QjA5faZF1A8
Performance by a 13 yr old Korean boy May 6th, 2008: 42,531,468 views; 180,657
comments That’s more than the populations of
Australia 20.1 mIsrael 5.7mDenmark 5.3mFinland 5.1mNew Zealand 3.6mIreland 3.6m, etc
ARE YOU ENGAGED RIGHT NOW?
The Primary Tool of Engagement is:
YOU
The Primary Tool of Engagement is:
YOU
LOOK AFTER THE AFFECTIVE DOMAIN
Digital Natives (Marc Prensky)
http://www.flickr.com/photos/30864080@N00/347520047
Digital Natives are:
Communicating (Instant Messaging, SMS) Sharing and collaborating (blogs, wikis, MySpace,
Facebook) Buying and selling (eBay) Exchanging (peer to peer technology; phone to phone file
transfer) Meeting (3D worlds) Reporting and documenting (camera phones) Evaluating (comments on blogs, photo and video sites) Searching (Google)
They are CONTENT PRODUCERS and CONTENT RANKERS
Many have an online presence. And…they don’t use email!
DIGITAL IMMIGRANTS
ISSUE:
are teaching
DIGITAL NATIVES
Not all Digital Natives are Generation Y
http://flickr.com/photos/stephanridgway/1460848008/
Some Stories (1) eLearning for Youth (2005)
Moral: get students out of the classroom and engaged in real world tasks
Some Stories (2) David Jonassen - Constructivism
Some Stories (2) David Jonassen - Constructivism
Moral: get students working on real problems;They can and will collaborate on tasks that arerelevant to them.
Some Stories (3) US street kids and art.
Some Stories (3) US street kids and art.
Moral: have faith in students to do something of value
Some Stories (4) LeFevre High School Student:
“For years I was asked to do stuff I wasn’t interested in and wasn’t good at.”
Some Stories (4) LeFevre High School Student.
“For years I was asked to do stuff I wasn’t interested in and wasn’t good at.”
Moral: get students working on stuff they are interested in
Some Stories (5) Low level ESL students and Current
Affairs.
Some Stories (5) Low level ESL students and Current
Affairs.Moral: assume ALL students have something to say about the bigger issues (politics, society, morality, etc)
Some stories (6)
Moral: banning access to technology is not a viable option. Tom Wood (15) “The only Internet filter that needs to be installed is between the ears of the user.”
Banning Internet sites/using Internet filters
Audacity
Why Media?
Adrian Miles (RMIT):
“ make our institution…more porous to the students’ private technologies – their mobile phones, their laptops and their cameras.”
Innate human desire/need to create Ubiquity and ease of participatory media
enables creation of art, film, documents, course content, assessments, etc
Media Creation Tools
Audacity ccMixter (collaborative music making online) PhotoStory MovieMaker - example Animoto - example The mobile phone:
Photos and/or movies to FlickR Movies to moblog.co.uk
Voice Thread FlickR Tools (bighugelabs.com) HERE
Mosaic Business cards Billboards, etc
Blogs, Wikis, Podcast sites (Podomatic, Odeo) Blogs/webpages annotated with media – Apture (apture.com);
example
Publicise Student Work
Post to blog, podcast, or wiki sites, and Ask your networks to view and comment:
“Thank you so much for being such supportive, all of you! I hope to continue my learning process and get ready to speak and write in English. I was really surprised to see all the people who wrote about our wiki. It's so cool because it was from all different places of the world... I think that's so great! :)” (Maria, Venezuela)
Virtual Classrooms
Games (Ken Gooding) Invited Speakers; ‘chatting with
heroes’ (AFL Footballers, Philip Nietzsche for Mature Age students , Tom Dawkins [Vibewire] – may engage Gen Y)
Social Justice
Vibewire - Australia Kiva (international)
http://kiva.org/
Course Content
Toolboxes Audio Surveys!
Click pic above forAudio from Glenda McPherson
Survey Tools Eg ZoomerangSurvey Monkey
More at http://users.chariot.net.au/~michaelc/mfo/zoom/results.htm
Course Content
Toolboxes Audio Surveys! Second Life
Click pic above forAudio from Glenda McPherson
Second Life
See Second Life in Education
A Lesson with
Show an image Brainstorm possible tags Distinguish between literal and figurative See what other images have the same tag Have students find or create images on
assigned tag(s) Review images and use as starting point for
discussion (critical thinking) and or creative writing
Have students comment on each others’ images
F.U.N (frivolous unanticipated nonsense!) Jigsaw (http://www.jigzone.com/) Chat with Alice the Robot Other bots at http://www.sitepal.com/,
http://oddcast.com/home/, Codebaby (http://www.codebaby.com/solutions/elearning.html) (not free) Google Fights (eg. ‘what will you do’ v ‘what are you
going to do’; people) Scrabulous Drawing software (isketch.com) Timelines (eg http://www.dipity.com/; example)
SCRABULOUS
Engagement for what?
Image courtesy of Marg O’Connell @The Web: inspiring great online teaching
How hard do you push?
How hard do you push?
“We have to teach
them to take responsibility.”
(Jackie Pedley)
Goal Setting
Present
GoalWhat are the steps to get from HERE, to HERE?
When all is done and dusted…..
Resume/portfolio to document what has been learned
The excellent eteacher:
has an online presence/website (eg course homepage on LMS, or own website, blog, etc)
Knows how to use technology for delivery and assessment and therefore has a blog, a wiki, or podcast site
Includes media in delivery and production of teaching materials and student assessment
Models and teaches digital literacy Creates and provides digital resources Teaches search, validation, and verification skills Employs and models RSS as a means of aggregating
and distributing content
The excellent eteacher:
Teaches about, and employs collaborative approaches
Acknowledges the nature and influence of horizontal learning (multitasking)
Knows when to encourage vertical learning
Switches between sage and guide as appropriate
The excellent eteacher:
Knows when to call in the wisdom of the experts to balance the wisdom of the crowd
Acknowledges the value of informal learning
Accepts that engaging learners is necessary (and that probably means using technology)
The excellent eteacher:
Acknowledges that students may assess the value of a resource via their networks rather than accept the word of the expert (teacher/lecturer)
Uses social bookmarking for collective mining and sharing of resources
Is a good (and frequent) online communicator Knows how to effectively combine synchronous and
asynchronous modes of delivery Is able to teach in a virtual classroom/web conferencing
environment (eg Centra, Elluminate, etc) Must be e-connected and draw on the resources of their
networks to remain current (and demonstrate to students)
Engaged Learners are
Supported Respected Empowered Valued Liked Challenged
Perform activities that are: Task-oriented Challenging Student-centred Authentic FUN And it all starts with YOU
(the teacher)
(Photo courtesy of Ron Oliver)
The teacher of engaged students does not need to be proficient with technology, but should know what available technologies are capable of, and give students the choice of using these technologies for tasks and assignments.
A final word:
http://flickr.com/photos/teachandlearn/250059730/
thank [email protected]
