Virtual Worlds

Hi,
The emergence of virtual worlds is viewed as a teaching strategy in terms of social practices, subjectivity and identity for students. Marsh (2009) reports that studies identified that children gained a range of benefits through the use of technologies for example technical and operation skills, knowledge and understanding of the world and subject specific knowledge in areas such as literacy and mathematics. Through the engagement in virtual worlds there are rules to follow and lessons about internet safety and chatting on line for young gamers. A popular one is Club Penguin for young children (Marsh, 2009).


Karen
Marsh, J. (2009). Young children’s play in online virtual worlds. Journal of early childhood research. Vol 8(1) 2339 [ISSN 1476-718X DOI:10.1177/1476718X09345406] Retrieved from http://www.sagepub.co.uk/journalsPermissions.nav

Online quizzes

Online quizzes are very exciting for students to participate in and connects with the behaviourist theory of learning. Students are immediately rewarded for working out the correct answer and are able to return to have another chance. Advantages of online questionnaires and quizzes is that students are able to receive instant feedback on the correctedness of their answers. It is a cheap method to administer. The data can be analysised as it is usually stored in one database. The disadvantages are that not everyone has internet access. They are directed to the younger person. There are lots of different formats and time limits applied to questionnaires. The learning place has many online quizzes and questionnaires for students to do. Some quizzes come in the form of games. Many games are useful for students to engage in as they are incidently learning as they play. Students will revisit games to improve previous scores or to bet someone elses score.

An example of an online google earth quiz. This outlines the use of google earth.


Karen.

Wiki. (2010). Online Questionnaires. Retrieved from http://en.wikipedia.org/wiki/Online_questionnaires
The State of Queensland (Department of Education and Training). (2010). Learning place. http://education.qld.gov.au/learningplace/onlinelearning/index.html

Learning Management Systems

Learning Management Systems contain the following functions
record learners and results
application and exams
allow access to course materials
tracks activities of users
ensures communication interface
increase studetn activity
supports teach evaluation
self evaluation
arrangement of web-lectures and web-seminars
supports work groups
ensure collaborative surface

Karen.

Bessenyei, I. (2008). Learning and teaching in the information society. Elearning 2.0and connectivism. Retrieved from http://www.ris.uvt.ro/wp-content/uploads/2009/01/ibesseneyi.pdf

RSS Feeder

The RSS feeder is the fast way to control reading new information from the web from sites you visit often. It is confidential site and you have to sign in first. The flow of information is feed to the RSS and you collect the information from there. You simply subscribe to a Reader then connect the websites you are interested in. This is a copy of my page in Google reader. It shows how I am following and who has posted information that I have not read yet.

voki

A voki is one way to engage students when you are teaching through elearning. Many students like the appeal of avatars. This means they do not have to read information but listen instead. They are similar to podcast in that no other real information is offered only the spoken word. Students who listen to voki as a learning tool learn about auditory skills, communication skills, oral fluency, technology skills and information literacy. Students who create learn all the previous skills and collaboration, writing, speaking, presentation, media literacy and storytelling skills (Langwitches, 2010).

digital video

Hi,
Digital videoing has many applications in the school environment. It can be used to record events in the form of a journal. Students often use it to produce assessment pieces. Digital videoing helps students with Autism to present spoken material without having to face the class. These students have a genuine fear of speaking in front of their peers, however, with a little coaxing it is possible to have them perform in front of the camera to record speeches, procedures and practices. This can be used as an authentic piece of work that can be assessed by the teacher. The information can be recorded on the video and transferred to a computer program where it can be manipulated to produce excellent work. I have seen first hand how students relate to this medium. They take pride in the work and spend many hours perfecting the work til it is completed. I have used videoing and editing at school with success. An example of this is the modified version that cuts the student out for online safety reasons. It works in very well with Kearsly and Shneiderman's (1999) engagement framework for technology-based teaching and learning as it is used collaboratively, is usually project based and has an authentic focus.

Karen.







vicaxe1. (2009). Falling mountain ash, logging australia Retrived from http://www.youtube.com/watch?v=QJqPTPykhAg Kearsley, G., & Shneiderman, B. (1999).


Engagement Theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm

Importing photos

Using flickr is a way of organising photos to share with people who are living away from you. People often upload photos of holidays, and family events to share with others. This is a picture taken on my last visit to Brisbane.

Students use images when they write reports and assignments. It part of the requirements in most assessment that pictures and images be part of the presented work. Flicker is a tool that students can use sucessfully to find images that are suitable for most work they do.
Therefore, it is important to remember to be conscious about copyright. Flickr has presented Creative Commons which is a non-profit alternative to full copyright. They have defined different types to cater for peoples' individual needs.

Attribution: Others can copy, distribute, display, and perform your copyrighted work, but they must give you credit.

Non commercial: Others use your work but only for non commercial purposes.

Non Derivative Works: Others use only verbatim copies of your work, not derivative works based upon it.

Share alike: You allow others to distribute derivative works only under a license identical to the license identical to the license that govern your work.

http://www.flickr.com/creativecommons/