Lisa\’s Weblog


exam answer
November 12, 2007, 12:37 am
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ED2203 – Allan Coman Elizabeth Soliman  20064122 Question One 

a)      The address of the wiki is:  http://thehed.pbwiki.com/ 

b)      Five key issues when using the wiki for our project: 

·        Absent people, made it hard for us to be able to work collaboratively together on this project, therefore we had to wait for them to return to be able to gain other ideas and include them within the project. This also made the task difficult for us to finish as four people started out and three remained by the completion of the task. Sharing the work load is an important aspect of group work.

·        logging on at the same time the wiki does not allow you to do this, as technology ahs faults, the wiki did not allow people to log on at the same time so we had to wait for the other person to finish before adding our input.

·        The settings and format change when opened on a new system/computer, the settings and writing look fine when we did them on the main computer, but when someone opens them on another computer they are mixed up, this may cause confusion and may affect our work.

·        Work is not personal or private and may be viewed by any member of the public. Privacy issues are important as parents are asked to be involved within this project and communication between parent and teacher some information may be better if kept private.

·        Group timing, everyone had to be allocated a time to work, this created numerous barriers.   

c)      The collaborative nature of the project: this project required us to work collaboratively within a group, according to Dreikur he believes that the key human driver is that people are basically, social in nature, and as such have an innate drive to belong to a social group. This in turn emphasis the idea of using a wiki as a social networking tool when completing a task like our project. It allows the student and teacher and parents to feel welcomed and a part of the Childs life. Social skills help students and are a benefit when working in groups. Students become active when they are within a group and work load is often shared and thought about together rather than one person being limited to their own ideas if they were working alone. Learning becomes easier when they are within a group and they work as a team and support each other using many technologies which also enhance their work and learning. The teachers role is just to guide the students within the right direction and the students then develop their own skills as they learn at their own pace while the teacher just opens up their world web2.0 and its many possibilities.

Question two

 a)                  From a social constructivist learning approach, the internet and wbe2.0 is allowing for teachers to be able to create a more collaborative environment for their students, having computers for each student is a great start but allowing the students to be able to access the great tools available is even better. The teacher conveys new information by opening up the doors to web2.0 and therefore the students have an idea and they take it from there. Another way in which the teacher can help and convey new information within the classroom is by using the web2.0 tools themselves to teach students and give examples using many of the (free of charge) tools that are available on web2.0. The teacher acts as a guide for the students but it is up to the student to take control of the computer and explore once the doors have been opened and the teacher has introduced these technologies to their students. For many teachers, the first step in collaboration is providing opportunities for students to share processes, progress, and work. Igoogle is a great example to show students and teachers should encourage students to create an igoogle account, it places all the great tools Google has to offer but making it interactive. E.g.: of an igoogle account: http://www.google.com.au/ig?hl=enMy igoogle account.

   For example teachers are discovering many cross-curricular projects such as conducting interviews, creating classroom news broadcasts, recording class discussions and explorations, sharing feedback about books, or discussing papers they have written. Pod casts are offering ESL students, and those with learning disabilities, the chance to review lectures at their own pace for increased comprehension. Also an important aspect for learning within a web2.0 environment is that the teacher may set the stage and the students take off but it is also essential that the teacher keep and eye on students so they are exploring and learning not wasting time. The way in which the teacher conveys information from a socialist learning approach, using social networking technologies and providing theoretical basis for online learning, has changed their roles from the head of sources and information to just guides on how to collaboratively and socially work as a team to gain information and engage in deeper analysis and experience. This is made easier with the technology advancements that have become ever so prominent and teachers need to allow for this new method of teaching within a changing century. Through use of facebook, del.icio.us, flikr, webbloging, pod casting and wikis, the classroom will transform into an online social learning arena where a more visual and more hands on experience. 

 Do you agree?? 

    

 b)                  The teacher’s role with the encouragement of collaboration among students is essential within a web2.0 environment. A true web2.0 environment is where the students and the teacher are involved. Web2.0 tasks within a digital classroom should involve group work and students to work collaboratively together, sharing ideas and thoughts will enhance different students who learn differently, to be able to gain  some insight and help. Not all students learn the same, students learn differently.

Howard Gardner has introduced us to his Theory of Multiple Intelligences. His intelligences look like this:

                                                                                                                          

This is known by the teacher within the classroom therefore, allowing students to work together increases the learning of each individual as not everyone in the group will learn the same, therefore passing on different knowledge and ideas in different ways such as through media on web2.0 and web2.0 tools like photbucket, you tube and even wikipedia enhances their learning and promotes a collaborative learning environment. The encouragement of collaboration within students also allows for better work to be produced by the students and more efficient work completed by them. The tasks will not seem so hard for the student if they work on it together and collaboratively they will feel as part of a team. The new-generation Web 2.0 solutions are easier and more engaging to use, and they are proving to have a larger impact on collaboration and communication in the classroom than complex technologies of the past.    

c) Within a web2.0 environment, the teacher’s role can be hard for them to be able to manage the discipline and classroom management problems. Effectively engaging students with school work that can be done using these web2.0 tools will shed a whole different light on the way the students see their school work, therefore resulting in less trouble and discipline problems. The teacher, as mentioned previously, should act as a guide within the web2.0 classroom environment therefore allowing the students to work at their own pace and to be able to talk and collaborate with their fellow peers. The way a web2.0 classroom is set up also plays a significant role within classroom management. If the class is using desktop computers the room should be inviting and open so students can communicate, and the teacher should have easy access to the student’s computer screens to allow for monitoring but also to be able to collaborate easier.

This room is a classic example of a collaborative web2.0 classroom as you can see the computers are all facing outwards to give the teacher a view of the computer screen and also the students are situated next to each other. Another great example is the wave shape. A room that is in a wave shape allows students to be situated more closely together but also giving the teacher a great view of the computer screens.

d) Ensuring the learning occurs at blooms higher level. Higher order thinking skills are valued because they are believed to better prepare students for the challenges of adult work and daily life and advanced academic work. Higher order thinking may also help raise standardized test scores. A curriculum emphasizing higher order thinking skills has been found to substantially increase math and reading comprehension scores of economically disadvantaged students

The idea that thinking can be divided into higher and lower levels was elaborated by Benjamin Bloom’s 1956 Taxonomy of Educational Objectives, usually called Bloom’s taxonomy. Bloom identified six levels of cognition, with knowledge being lowest and analysis, synthesis, and evaluation being highest:

  1. Knowledge (memory of facts)
  2. Comprehension (understanding of facts, demonstrated by organizing or interpreting them)
  3. Application (using understanding to solve problems)
  4. Analysis (recognizing patterns suggested by facts)
  5. Synthesis (producing something new)
  6. Evaluation (judging quality of a solution or theory)

The issue for the teacher here is to ensure that collaborative learning is performs at a higher level not just information written out, but the students should be able to use all the web2.0 technologies and incorporate them in to their answers. This should be encouraged by the teacher and the teacher can provide examples using web2.0 tools for the students to benefit. According to Bob Pearlman, he goes through what a traditional classroom is like: 

·         They mainly work alone on non – complex tasks·       

  They emphasize short term content memorization·      

   Write for the teacher alone · 

   And rarely work on group presentations  

These however do not promote collaborative learning and learning at a high level, rather he suggest working in problem and project based tasks such as: 

1. Put students into teams of three or more students, who work
on an in-depth project for three to eight weeks.
2. Start the project by introducing a complex entry question, and
scaffold the project with activities and new information that
deepens the work.
3. Develop a time line for the project through plans, drafts, timely
benchmarks, and presentations by the team to an outside panel
of experts drawn from parents and the community.
4. Provide timely assessments to students on their projects for
content, oral communication, written communication, teamwork,
critical thinking, and other critical skills.

Refer to: https://esoliman.wordpress.com/ for the whole article Twenty-first century learning in schools. By Bob Pearlman. Link to article:http://web.ebscohost.com.ipacez.nd.edu.au/ehost/pdf?vid=22&hid=102&sid=4a0902af-bc2e-42ef-aa98-1748d68d6cce%40sessionmgr103  

Students should also be encouraged to put deep thought into their work and they also should be encouraged to critic their work and the work of others if they do not agree with it. This will encourage higher level thinking to occur.  

Collaborative learning should be encouraged by the teachers as an active learning approach in which students work together in small groups to solve a problem, complete a project, or achieve a common goal. As students manipulate information and ideas to solve problems and discover new meanings and understandings, they engage in higher-order thinking. Since sustained social interaction and shared social contexts are important in developing higher order thinking the formation and composition of collaborative groups are critical factors that affect the quality of interaction and inquiry.

  (pictures are in the email i sent you allan)

 

      

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