Embedded Task 2

This week was one of great exploration as I had never really used particular aspects of Wikis, blogs and websites. For the purpose of this blog I have decided to focus on Wikis and how they could be incorporated in 21^st century classrooms, to enhance the learning outcomes of students.

Whilst compiling my knowledge on Wikis, I firstly had to investigate what they were, how they worked and how they could benefit a classroom. I now know that it is an online forum where visitors can contribute ideas and information, however teachers also have the capability of turning the privacy settings to private, rather than public. Wikis also have the capability of providing a space in which worksheets can be uploaded, accessed and shared in a global setting. Whilst creating a Wiki there is an opportunity personalise the space and to create a username, not necessarily student’s first names, which allows students to express themselves without the possibility of being judged. Teachers also have the ability to continually monitor and provide constructive feedback to students which will increase learning outcomes. I found Wikis relatively simple to use, however technological knowledge is vital. 

Whilst learning more about Wikis I discovered a way in which I can apply this technology to a Geography classroom setting. One topic that Geography covers is biomes. The teacher could set up a Wiki, which includes biome activities for students to complete, access and build knowledge on through online discussions. This activity corresponds with the SAMR model of substitution, augmentation, modification and redefinition as it allows teaching and learning through technology. At the substitution level of SAMR, the Wiki would address the biomes and characteristics of each. Students would then use the sources, provided to them by the teacher, to complete the worksheet. At the argumentation level, a quiz could be uploaded which asked about the lesson content. The teacher could then provide online feedback to each student. To modify the task significantly, a research assignment would be allocated to the students in which they needed to write a speech informing the class of their findings. To redefine the task, students could then create worksheets of their own with embed pictures and videos, to act as revision sheets for the upcoming exam. Through giving students the chance to create a boundless media expression their interest levels will increase. This would ensure that that the students would become active creators rather than passive learners.

Kathy Schrock (2013)

 

Through the exploration of wikis, blogs and websites it is evident that technology allows a way for teachers to engage students within the classroom. Wikis allow students to develop and discover their technology capabilities through collaborative online learning.

The wiki I have created can be viewed here: https://georgiawieland1.wikispaces.com/Welcome

Reference:

Schrock, K.(2013). SAMR and Blooms. Retrieved from http://www.schrockguide.net/samr.html 

Embedded Task 1

Good Afternoon everyone,

I thoroughly enjoyed the learning design of the wiki activity. I found that this task challenged my beliefs and ensured that I took other perspectives into account whilst formulating an opinion. I believe that this was the purpose of the activity – to ensure that everyone was open to different ideas and took on different perspectives. Whilst completing the activity it was evident that the theory supporting this design was a combination of Bloom`s Taxonomy and SAMR. This task reinforced a combination of these designs as it caters for the lower order thinking from Bloom`s Taxonomy and the modification and redefinition from SAMR.

Thanks, Georgia

Week 1 reflection

Good morning everyone,

I have just come out of my first lecture for my E learning class. I enjoyed the class however I am a little overwhelmed as I am not as technical savvy as I thought I was.

I found the student centred learning beneficial as I am a hands on learner and learn best when I am physically completing the activity.
The classroom management was effective as Wendy was constantly roaming and was easily contactable when I needed assistance.
The minimal writing worked well for particular students, however for myself I learn and retain content better if I physically write it down. So I chose to take notes.
The recording of a video was confronting however I enjoyed the diverse range of activities.
Lastly, I found the instructions on how to set up my blog was most beneficial.

All in all, a fantastic first lesson!
Thankyou, Georgia