A few weeks ago when I had started the Managing e.Learning course, I was excited about the learning journey that I was about to begin as I felt that I was going to enhance my knowledge in relation to various technologies. After finishing engaging with the courseware for the course, I must say I am pleased with the technologies that I have operated as I now feel more confident in designing and implementing learning experiences with my students that incorporate the use of ICT’s, as I now have a better understanding of how the use of technology helps to make learning effective (Central Queensland University, 2009).
In my current prac class the technologies that I would use the most with the year one students, most likely in a whole class experience are Digital Storytelling, ClassMarker, Google Earth, Voki, PowerPoint and YouTube as I feel that these technologies allow students to inquire, create, communicate and operate ICT’s and achieve outcomes associated with ICT’s being a cross-curriculum priority in the Essential Learning’s (Central Queensland University, 2009), (Queensland Studies Authority, 2007). I also feel that these technologies help to meet the needs of digital native students and the Learning Engagement Theory (Kearsley & Shneiderman, 1999), (Prensky, 2001).
I would use the technologies mentioned above to enhance students learning in a teacher centred and student centred approach which would allow students to work collaboratively and individually during learning experiences, in order for them to develop an understanding of how to operate technologies and reflect upon their learning in an engaging manner. I strongly believe that the use of these technologies will make my teaching more efficient as the technologies themselves save time, such as, ClassMarker marks students quizzes for you. These technologies will also help my teaching to be effective as the students will be more likely to be engaged and want to participate in the learning experiences because technology is involved, which therefore leads to, less time being wasted trying to get students to behave and more time being spent on learning.
However, I strongly believe that in my future role as a learning manager I could incorporate each of the technologies covered in this course into my students learning experiences, throughout all grades in the primary school setting not just grade one. It is to be noted that when implementing learning experiences with my students which require them to use these technologies and the internet, I will always facilitate class discussions about netiquette and internet safety, as this will be beneficial for the students learning, safety and social development.
Personally, I really enjoyed this assessment task and feel that in the home environment I will use Picnik, Flickr, YouTube, PowerPoint, Podcasting and Wikipedia the most, as they are the technologies that I find engaging as they relate to my interests and hobbies, and can help me to design rich learning experiences for my practical experiences (Central Queensland University, 2009).
Throughout the journey of this course I worked collaboratively with my peers in order to understand the technologies covered in the courseware, along with, develop an understanding of how others will incorporate the covered technologies into their learning experiences with students. I feel that collaboration with peers is advantageous to enhancing your learning as it allows you to clarify confusions, for example, one of my peers was unsure if her referencing was correct, therefore, I commented on her blog by giving her a link to a referencing guide which I find useful as it has clear examples of how to reference. Collaboration with peers also allowed me to discuss the different frameworks and technologies associated with this course in a professional manner, and I think that this is important to do when you’re a student teacher as being able to have professional discussions is an attribute that we are going to need to have in our future roles. I also found that the collaboration with peers was useful in gaining feedback about how well I was progressing and understanding the technologies and pedagogy associated with this course Managing e.Learning.
Today in the 21st Century, technology is an every-changing facet within society, and new technologies are continually being developed. Therefore, I look forward to continuing to develop my operational skills and explore knowledge in relation to current and new technologies, in order to be able to successfully facilitate e.Learning within educational settings throughout my career as a Learning Manager.
Reference List:
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 16, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Prensky, M. (2001). Digital Natives, Digital Immigrants. Retrieved July 23, 2009, from
http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Queensland Studies Authority. (2007). Information and communication technologies. Retrieved August 20, 2009, from
http://www.qsa.qld.edu.au/downloads/learning/qcar_ccp_ict_yr3.pdf
Sunday, August 16, 2009
Quizzes.
Due to insufficient access and time with my year one class, my students were unable to make their own quizzes. However, if there was time during the students Tuesday handwriting tasks I would have modelled to them how to develop a quiz question, and then allow them to create questions together as a class. I would implement this learning experience close to the end of the students Around the World unit, as this would allow them to reflect upon their prior knowledge learnt and develop a quiz question based upon the range of different groups of people that they had learnt about during the unit. After modelling to the students and guiding them to develop a question as a class, the students would then work in pairs to create their own quiz question based upon a certain group of people, and be required to record their question and multiple choice answers using a tape recorder.
After all pairs in the class had recorded their question, I would then use a data projector and show the students how to make a quiz using ClassMarker. I would then play back the students recordings in order to develop a quiz for the students to complete. During their technology lesson on a Friday morning where they have access to a class set of computers, each student would then be required to complete the multiple choice quiz online and print out their results at the end of the quiz. I think that this would be a good piece of formative assessment as it would help to identify which students comprehended the information about different groups of people during the unit throughout the term.
Dimension Two; Acquire and Integrate Knowledge from the Dimensions of Learning framework would be used throughout the learning experiences, in order to help students effectively learn. Listed below are the ways in which dimension two will be incorporated into the learning experiences (Marzano & Pickering, 1997).
Dimension Two; Acquire and Integrate Knowledge.
Model Strategy:
Use a think-aloud process to demonstrate a new skill or process.
During modelling to the students what a quiz is and how to make quiz questions, I will think aloud when demonstrating to the students how to develop a quiz question (Marzano & Pickering, 1997).
Shape Strategy:
Point out common errors and pitfalls.
Common errors and pitfalls in relation to making quizzes and answering quiz questions will be discussed with the students during a classroom discussion (Marzano & Pickering, 1997).
Internalise Strategy:
Help students set up a practice schedule.
As part of an extension activity students will be allowed to practice making quiz questions and answers online using ClassMarker (Marzano & Pickering, 1997).
Reference List:
Marzano, R., & Pickering, D. (1997). Dimensions of Learning. Colorado: McREL.
After all pairs in the class had recorded their question, I would then use a data projector and show the students how to make a quiz using ClassMarker. I would then play back the students recordings in order to develop a quiz for the students to complete. During their technology lesson on a Friday morning where they have access to a class set of computers, each student would then be required to complete the multiple choice quiz online and print out their results at the end of the quiz. I think that this would be a good piece of formative assessment as it would help to identify which students comprehended the information about different groups of people during the unit throughout the term.
Dimension Two; Acquire and Integrate Knowledge from the Dimensions of Learning framework would be used throughout the learning experiences, in order to help students effectively learn. Listed below are the ways in which dimension two will be incorporated into the learning experiences (Marzano & Pickering, 1997).
Dimension Two; Acquire and Integrate Knowledge.
Model Strategy:
Use a think-aloud process to demonstrate a new skill or process.
During modelling to the students what a quiz is and how to make quiz questions, I will think aloud when demonstrating to the students how to develop a quiz question (Marzano & Pickering, 1997).
Shape Strategy:
Point out common errors and pitfalls.
Common errors and pitfalls in relation to making quizzes and answering quiz questions will be discussed with the students during a classroom discussion (Marzano & Pickering, 1997).
Internalise Strategy:
Help students set up a practice schedule.
As part of an extension activity students will be allowed to practice making quiz questions and answers online using ClassMarker (Marzano & Pickering, 1997).
Reference List:
Marzano, R., & Pickering, D. (1997). Dimensions of Learning. Colorado: McREL.
Digital Storytelling.
Prior to engaging with the courseware on Moodle, I had heard of the term digital storytelling (Central Queensland University, 2009), however, I had never really thought about what it meant. However, I now know that “digital storytelling is the combining of the ancient art of oral storytelling and the modern multimedia tools to deliver tales using images, sound, music, and voice” (Digital Storytelling Association, 2009).
In regard to my current prac class, I would not get the students to make their own individual digital story as I feel that the task would be to complex for them to complete. Therefore, if I was to incorporate digital storytelling into their learning experiences I would get the students to make a collaborated digital story as a whole class. For example, the students recently went on an excursion to Cooberrie Park, and a lot of photos were taken of the students interacting with the animals. Therefore, a digital story could be created by the students which allow them to reflect upon what they learnt from going on the excursion. When implementing learning experiences that require the students to create a digital story, I would follow the steps to making a good digital story which states that the story needs to be; “personal, begin with a story/script, concise, use readily-available source materials, include universal story elements and involve collaboration” (Digital Storytelling Association, 2009).
I feel that digital storytelling is closely linked to the Learning Engagement Theory as students are able to create digital stories that allow them to work in a collaborative context on a task that has an outside authentic focus and allows project-orientated learning to occur (Kearsley & Shneiderman, 1999). For example, if I was to get the year ones to make a digital story they would be working in a collaborative context, as they would be required to work as part of a team with their peers in order to make decisions that are related to the making process of the digital story about their excursion. It also allows for students needs in relation to their multiple intelligences to be catered for, as they would all be involved in making the digital story. Students whose multiple intelligences consists of one of the following intelligences would find digital storytelling most engaging as they are able to use their preferred intelligence skills and interests whilst developing the digital story; linguistic, spatial, intrapersonal, interpersonal and musical (Birmingham City Council, 2009).
The learning design framework for ICT learning environments could be used in order to develop high quality learning experiences for students. I think that the three aspects of the framework; learning tasks, learning supports and learning resources, could successfully be used in relation to the design and implementation of digital storytelling learning experiences within a classroom learning environment, as it would help to ensure that the learning is effective and students achieve intended learning outcomes of the learning experience (Oliver, 1999).
In the next few weeks my prac class is going to the Dreamtime Centre as part of learning about Aboriginals. Therefore, I feel that it would be appropriate to embed indigenous perspectives into digital storytelling, as the class could create a digital story based upon the journey which Aboriginal elders have taken. Therefore, I hope to incorporate this technology, digital storytelling, into future learning experiences with the students whilst embedding indigenous perspectives. As the students are in year one and would be creating the digital story as a class with guidance from myself, I will still discuss with them issues in relation to internet safety as they will be using the internet at times during the creation process of the digital story, as it is quite easy for students to engage in dangerous practices online unintentionally (Central Queensland University, 2009).
Reference List:
Birmingham City Council. (2009). Multiple intelligences. Retrieved July 16, 2009, from
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Digital Storytelling Association. (2009). Digital storytelling. Retrieved 19 August, 2009, from
http://www.lubbockisd.org/sfirenza/storytelling/
Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 16, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Oliver, R. (1999). ICT learning design. Retrieved July 23, 2009, from
http://www.learningdesigns.uow.edu.au/project/learn_design.htm
In regard to my current prac class, I would not get the students to make their own individual digital story as I feel that the task would be to complex for them to complete. Therefore, if I was to incorporate digital storytelling into their learning experiences I would get the students to make a collaborated digital story as a whole class. For example, the students recently went on an excursion to Cooberrie Park, and a lot of photos were taken of the students interacting with the animals. Therefore, a digital story could be created by the students which allow them to reflect upon what they learnt from going on the excursion. When implementing learning experiences that require the students to create a digital story, I would follow the steps to making a good digital story which states that the story needs to be; “personal, begin with a story/script, concise, use readily-available source materials, include universal story elements and involve collaboration” (Digital Storytelling Association, 2009).
I feel that digital storytelling is closely linked to the Learning Engagement Theory as students are able to create digital stories that allow them to work in a collaborative context on a task that has an outside authentic focus and allows project-orientated learning to occur (Kearsley & Shneiderman, 1999). For example, if I was to get the year ones to make a digital story they would be working in a collaborative context, as they would be required to work as part of a team with their peers in order to make decisions that are related to the making process of the digital story about their excursion. It also allows for students needs in relation to their multiple intelligences to be catered for, as they would all be involved in making the digital story. Students whose multiple intelligences consists of one of the following intelligences would find digital storytelling most engaging as they are able to use their preferred intelligence skills and interests whilst developing the digital story; linguistic, spatial, intrapersonal, interpersonal and musical (Birmingham City Council, 2009).
The learning design framework for ICT learning environments could be used in order to develop high quality learning experiences for students. I think that the three aspects of the framework; learning tasks, learning supports and learning resources, could successfully be used in relation to the design and implementation of digital storytelling learning experiences within a classroom learning environment, as it would help to ensure that the learning is effective and students achieve intended learning outcomes of the learning experience (Oliver, 1999).
In the next few weeks my prac class is going to the Dreamtime Centre as part of learning about Aboriginals. Therefore, I feel that it would be appropriate to embed indigenous perspectives into digital storytelling, as the class could create a digital story based upon the journey which Aboriginal elders have taken. Therefore, I hope to incorporate this technology, digital storytelling, into future learning experiences with the students whilst embedding indigenous perspectives. As the students are in year one and would be creating the digital story as a class with guidance from myself, I will still discuss with them issues in relation to internet safety as they will be using the internet at times during the creation process of the digital story, as it is quite easy for students to engage in dangerous practices online unintentionally (Central Queensland University, 2009).
Reference List:
Birmingham City Council. (2009). Multiple intelligences. Retrieved July 16, 2009, from
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Digital Storytelling Association. (2009). Digital storytelling. Retrieved 19 August, 2009, from
http://www.lubbockisd.org/sfirenza/storytelling/
Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 16, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Oliver, R. (1999). ICT learning design. Retrieved July 23, 2009, from
http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Blogs
Currently I am in a year one class for my practical experiences, and the students have a minimum amount of access to a class set of computers. Currently the students are working on a unit called Around the World, and this focuses on the ways in which different groups of people’s lives are different from ours, such as Native American Indians and Eskimo’s. As the students are only in year one, they don’t actually do a lot of writing as such, as they usually only practice letter shapes and have just started writing simple sentences.
Therefore, personally I would not design learning experiences which require the year one students to write an individual blog, as they are still at the stage where they can’t even log onto a computer by themselves. However, if I was to allow my students to create a blog a lot of modelling would occur prior to them actually blogging by themselves. During this modelling phase issues in regard to appropriate disclosure and safety in the public domain would be emphasised to the students regularly, as it would be quite easy for the students to break copyright laws and display personal information unintentionally (Central Queensland University, 2009).
In order for my year one students to develop an understanding of different technologies and explore blogs, I would be more inclined to explain to the students what a blog is, show them some blogs and then as a class create a blog based upon the student’s thoughts to each group of people from around the world, whilst continuing to incorporate discussions about appropriate disclosure and safety in the public domain. For example, each week on a Tuesday for the student’s handwriting task they are required to write at least one fact about the group of people that the class is focusing on for that week. After writing their fact, the students then reflect upon their writing task by sharing with their peers the fact which they wrote about, along with, their thoughts in relation to the focused group of people from around the world. Therefore, during the reflecting stage the students could choose a few facts that could be posted to their class blog, and their learning manager could post the facts and the student’s thoughts about the group of people to the class blog on behalf of the students.
Once the unit is finished, the students are inviting their parents into the classroom for an hour in the afternoon to show them the different things that they have created throughout the term. I think that a class blog would be a perfect piece of work that could be displayed throughout the classroom for parents and carers to read, as it would allow them to gain a better understanding of the learning journey that their child has taken.
However, due to insufficient time I have been unable to create a class blog with the students, therefore, I look forward to doing so in the future. If you have any other ideas of how blogs could be used with younger students, feel free to make a comment as I am interested in discovering ways in which blogs can be incorporated into their learning experiences.
Reference List:
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Therefore, personally I would not design learning experiences which require the year one students to write an individual blog, as they are still at the stage where they can’t even log onto a computer by themselves. However, if I was to allow my students to create a blog a lot of modelling would occur prior to them actually blogging by themselves. During this modelling phase issues in regard to appropriate disclosure and safety in the public domain would be emphasised to the students regularly, as it would be quite easy for the students to break copyright laws and display personal information unintentionally (Central Queensland University, 2009).
In order for my year one students to develop an understanding of different technologies and explore blogs, I would be more inclined to explain to the students what a blog is, show them some blogs and then as a class create a blog based upon the student’s thoughts to each group of people from around the world, whilst continuing to incorporate discussions about appropriate disclosure and safety in the public domain. For example, each week on a Tuesday for the student’s handwriting task they are required to write at least one fact about the group of people that the class is focusing on for that week. After writing their fact, the students then reflect upon their writing task by sharing with their peers the fact which they wrote about, along with, their thoughts in relation to the focused group of people from around the world. Therefore, during the reflecting stage the students could choose a few facts that could be posted to their class blog, and their learning manager could post the facts and the student’s thoughts about the group of people to the class blog on behalf of the students.
Once the unit is finished, the students are inviting their parents into the classroom for an hour in the afternoon to show them the different things that they have created throughout the term. I think that a class blog would be a perfect piece of work that could be displayed throughout the classroom for parents and carers to read, as it would allow them to gain a better understanding of the learning journey that their child has taken.
However, due to insufficient time I have been unable to create a class blog with the students, therefore, I look forward to doing so in the future. If you have any other ideas of how blogs could be used with younger students, feel free to make a comment as I am interested in discovering ways in which blogs can be incorporated into their learning experiences.
Reference List:
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Powerpoint Quiz.
The next topic on the Moodle site is Student-Centred technologies, and the first technology covered was PowerPoint Quizzes. PowerPoint Quizzes allow students to “design and develop rudimentary Quizzes using the hyper-linking capability” of the program of PowerPoint (Central Queensland University, 2009). Whilst engaging with the courseware I decided that I would edit the quick quiz that Debbie Wehmeier, Sheila Challacombe and I developed as part of our Ensuring Student Success PowerPoint presentation on the Year Two Diagnostic Net. Prior to knowing that buttons could be added to PowerPoint presentations to create quizzes, we just had the quiz questions displayed separately throughout the slides of the presentation. Therefore, I added buttons to the bottom of each slide so that the slides were hyperlinked and switch between each other. I was unable to add buttons for the answers of the quiz questions as the quiz was not being taken in a multiple choice manner. However, whilst adding the buttons to the bottom of the slide I did fiddle around and add answers with buttons just so that I could see whether or not I could figure that process out, and I am happy to say I was successful.
If you would like to see how the quiz has been edited by using buttons throughout the slideshow, you can do so by following the link below to my MediaFire account.
Year Two Diagnostic Net Quiz-
http://www.mediafire.com/?sharekey=bdd4851035de116ad1014a7a667fa2b4adc057435123f8e25621d66e282a0ee8
Personally, I found the opportunity to make richer quizzes in PowerPoint engaging, and feel that they definitely improve the quality of a presentation, along with, test for audiences understanding of the information that has been delivered. However, within a classroom setting I feel that the quizzes which can be made on ClassMarker would be more beneficial for learning managers when students are completing summative assessment, in comparison to PowerPoint Quizzes, as ClassMarker saves a learning manager time by immediately marking the quiz for you. Therefore, I think that PowerPoint quizzes would be useful when students are required to involve their audience when giving their peers a presentation on a topic that they have researched.
Reference List:
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
If you would like to see how the quiz has been edited by using buttons throughout the slideshow, you can do so by following the link below to my MediaFire account.
Year Two Diagnostic Net Quiz-
http://www.mediafire.com/?sharekey=bdd4851035de116ad1014a7a667fa2b4adc057435123f8e25621d66e282a0ee8
Personally, I found the opportunity to make richer quizzes in PowerPoint engaging, and feel that they definitely improve the quality of a presentation, along with, test for audiences understanding of the information that has been delivered. However, within a classroom setting I feel that the quizzes which can be made on ClassMarker would be more beneficial for learning managers when students are completing summative assessment, in comparison to PowerPoint Quizzes, as ClassMarker saves a learning manager time by immediately marking the quiz for you. Therefore, I think that PowerPoint quizzes would be useful when students are required to involve their audience when giving their peers a presentation on a topic that they have researched.
Reference List:
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Friday, August 14, 2009
VoiceThread.
Prior to engaging with the courseware on the Moodle site I had never heard of VoiceThread before, however, I am glad that I am aware of the service as I can see it being a beneficial learning tool within the classroom learning environment as it could be used by students in both a individual and collaborative manner. I followed the steps on the Moodle site in the Delivery Technologies topic and created an account, however, when I tried to add a picture or file it came up with a blank box (Central Queensland University, 2009). Therefore, I searched Google about the problem that I was having and found out that it is possibly due to my internet connection (VoiceThread, 2009).
As I was unable to upload my own files, I imported a picture from Flickr that had a creative commons agreement. The pictures which I imported from Flickr were of Australian animals, and I added comments to each picture which provides viewers with background information about the animal and a question which they have to answer, designed for a quick quiz learning experience. If I was to implement this with my year one class, I would ensure that they had previously learnt about each animal in order to determine whether or not learning retention had occurred. I also think that this program VoiceThread could be used in the upper primary environment in relation to the Learning Engagement Theory, as learning experiences could be designed which require students to use VoiceThread and align with the relate-create-donate process (Kearsley & Shneiderman, 1999).
If you would like to view my VoiceThread please follow the link below:
http://voicethread.com/?#u439132
Reference List:
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 16, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Ozjulian. (2009). Boxing kangaroos 2. Retrieved August 17, 2009, from
http://www.flickr.com/photos/ozjulian/163274570
Pedro_gtc. (2008). Platypus. Retrieved August 17, 2009, from
http://www.flickr.com/photos/pedroqtc/2182291335
Tambako the jaguar. (2009). Baby emu. Retrieved August 17, 2009, from
http://www.flickr.com/photos/tambako/3771380637
Veland, E. (2007). Cutest koala. Retrieved August 17, 2009, from
http://www.flickr.com/photos/erikveland/423038931
VoiceThread. (2009) VoiceThread forum. Retrieved August 17, 2009, from
http://voicethread.com/help/forum/comments.php?DiscussionID=445&page=1#Item_0
As I was unable to upload my own files, I imported a picture from Flickr that had a creative commons agreement. The pictures which I imported from Flickr were of Australian animals, and I added comments to each picture which provides viewers with background information about the animal and a question which they have to answer, designed for a quick quiz learning experience. If I was to implement this with my year one class, I would ensure that they had previously learnt about each animal in order to determine whether or not learning retention had occurred. I also think that this program VoiceThread could be used in the upper primary environment in relation to the Learning Engagement Theory, as learning experiences could be designed which require students to use VoiceThread and align with the relate-create-donate process (Kearsley & Shneiderman, 1999).
If you would like to view my VoiceThread please follow the link below:
http://voicethread.com/?#u439132
Reference List:
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 16, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Ozjulian. (2009). Boxing kangaroos 2. Retrieved August 17, 2009, from
http://www.flickr.com/photos/ozjulian/163274570
Pedro_gtc. (2008). Platypus. Retrieved August 17, 2009, from
http://www.flickr.com/photos/pedroqtc/2182291335
Tambako the jaguar. (2009). Baby emu. Retrieved August 17, 2009, from
http://www.flickr.com/photos/tambako/3771380637
Veland, E. (2007). Cutest koala. Retrieved August 17, 2009, from
http://www.flickr.com/photos/erikveland/423038931
VoiceThread. (2009) VoiceThread forum. Retrieved August 17, 2009, from
http://voicethread.com/help/forum/comments.php?DiscussionID=445&page=1#Item_0
Using music on the Web.
Within classroom environments I have noticed that when music is incorporated into students’ learning experiences, their engagement level rises and they enjoy completing their tasks. Therefore, I feel that the majority of their learning would be effective and lead to learning retention occurring in future learning experiences when music is used to hook the majority of students into their tasks (Active Online Learning Team, 2000). After reading through the courseware in the Delivery Technologies topic, I was introduced to a service on the internet called Incompetech. Incompetech, is a form of royalty free music, and is pieces of music that you can legally download to your computer and use (Central Queensland University, 2009). Personally, I love music and listen to it on a daily basis, and it is interesting how my mood changes depending upon the music that I have listened to. Usually I listen to music that I have bought on a CD or by watching the film clip on YouTube, however, I look forward to spending more time browsing the Incompetech site in the future.
After briefly looking at the site I came across various pieces of music, and found one that would suit my prac experiences. I chose a piece of music called Thunderhead which is based upon Native American drumming that is reminiscent of thunder. The instruments used in the music are made up of rattles, shakers and drums, and the tempo picks up approximately half way through the piece of music (MacLeod, 2009).
I feel that this music could be incorporated into a learning experience with my year one students, as it is an appropriate resource to use as they are currently focusing on the lives of Native Americans. Therefore, the students could listen to the type of music which is similar to what the Native Americans produced and take on the role of a Native American and create their own music piece. As the piece of music that I downloaded is related to Thunder, the music could also be used throughout other learning experiences that focus on the weather and different seasons. However, this is just one example of how the music from Incompetech could be included within my teaching as there are a variety of activities that students could complete in relation to the music available on the site.
Reference List:
Active Learning Online Team. (2000). Why use active learning? Retrieved July 16, 2009, from
http://www.acu.edu/cte/activelearning/whyuseal2.htm
Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
MacLeod, K. (2009). Genre: world- thunderhead. Retrieved August 17, 2009, from
http://incompetech.com/m/c/royalty-free/index.html?genre=World
After briefly looking at the site I came across various pieces of music, and found one that would suit my prac experiences. I chose a piece of music called Thunderhead which is based upon Native American drumming that is reminiscent of thunder. The instruments used in the music are made up of rattles, shakers and drums, and the tempo picks up approximately half way through the piece of music (MacLeod, 2009).
I feel that this music could be incorporated into a learning experience with my year one students, as it is an appropriate resource to use as they are currently focusing on the lives of Native Americans. Therefore, the students could listen to the type of music which is similar to what the Native Americans produced and take on the role of a Native American and create their own music piece. As the piece of music that I downloaded is related to Thunder, the music could also be used throughout other learning experiences that focus on the weather and different seasons. However, this is just one example of how the music from Incompetech could be included within my teaching as there are a variety of activities that students could complete in relation to the music available on the site.
Reference List:
Active Learning Online Team. (2000). Why use active learning? Retrieved July 16, 2009, from
http://www.acu.edu/cte/activelearning/whyuseal2.htm
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